2016-2017 New Athletics Coaches Resource Manual Table of Contents I.
II.
General Information ( pp. 1 - 10 ) A. Coaches Resource Manual Acknowledgement B. Mission Statement C. Phone D. Organizational Chart E. Contact Information I.SM Staff Directory II.HS Coordinators Directory III.MS Coordinators Directory F. DCS Service Center Directory Sports Medicine (pp. 11 - 20) A. Emergency Card B. 2016-2017 DISD Insurance Claim C. Emergency Checklist D. 2016-2017 DISD Insurance Parent Letter E. SCA Awareness Form F. Pre Physical Form G. DISD Release of Liability Form
III.
Weather/Safety Procedures ( pp. 21 – 81 ) A. Lighting and Severe Weather Policy B. Lighting Policy Doc C. Exertional Heat Illness Guidelines HS D. Hydration Guidelines E. Three Seasons of Safety F. Cautions & Considerations
IV.
Transportation ( pp. 82 – 85 ) A. Bus Procedures B. Recommended Travel Procedures C. Bus Shuttle System D. Van Request Form
V.
Calendar/ Meeting Dates ( pp. 86-94 ) A. Student Calendar B. Staff Calendar C. Contract Dates D. Start - End Dates
VI.
Job Descriptions ( pp. 95 – 130 ) A. High School Head Coaches B. HS Coaches Job Descriptions C. MS Coaches Job Descriptions D. Dress Code E. Minimum Standards F. 5 Measures of Success G. Coaches Evaluation H. Legal Duties of a Coach
VII.
Facility Information ( pp. 131 – 132 ) A. Central Facilities B. Facility Request Form
VIII.
University Interscholastic League (UIL) Eligibility ( pp. 132 – 275 ) A. RCP B. Booster Club Guidelines C. Training Requirements D. DEC Handbook (15-16) E. Summer Conditioning Guidelines F. UIL Tentative 2016-17 Calendar G. 2016-17 UIL Rules Changes H. Charitable Cause Guidelines I. Team Eligibility J. Individual Sport Eligibility K. 2016-17 Sport Season Dates and # of Games Allowed L. PAPF Procedures Form M. Home Visitation Form N. Regaining Eligibility Form O. Honor Courses P. NCAA Eligibility Resources Q. NCAA Quick Reference R. NCAA Recruiting Chart S. Waivers i. Waiver Foreign Exchange ii. Waiver Parent Residence iii. Waiver Overage iv. Waiver Overage MS v. Wavier Appeal T. UIL Preseason Practice Regulations U. UIL Eligibility Waiver V. UIL Acknowledgement of Rules W. Sportsmanship Manual
IX.
Equipment ( p. 276 ) A. Equipment Procedures
X.
Business Information ( pp. 277 – 296 ) A. Coaching Stipends B. Entry Fee Request Procedures C. Entry Request Form D. Request for Payment Sample E. Campus Cash Management Procedures F. Courier Bag Sample G. Procedures-iExpense H. Student Travel Advancement ProceduresI. Request for Reimbursement Form J. Entry fee K. NDHS Athletics Academic Plan
XI.
Middle School/ High School Information ( pp. 297 – 311 ) A. HS/MS Alignment B. MS District Draw C. Hs Head Coaches D. Middle School Plan UIL
XII.
Coaching Tools ( pp. 312 – 374 ) A. Professional Meetings Social Media B. RankOne Sport Instructions C. Steps for Communicating MS D. The Role of Coaches in Providing E. The Three Most Important Traits F. Fearless Leader- Jeff Jansen G. Social Media H. 100 Ways to Promote Character Education I. AskPCAYoung Coach J. Checklist & Activities K. Sample Coaching Checklist L. New Coach Areas to be Addressed M. NCAA Eligibility N. 6 Traits of Team Leadership O. Lots of new Information P. National Certification
XIII.
Scholarships/Awards ( p. 375 ) A. Awards Banquets & Booster Clubs Information
XIV.
Parent Information ( pp. 376-419 ) A. Student Athlete Pledge Ex: Life School Student- Athlete and Parent B. Orientation Topics for Discussion with Parents C. Parent Acknowledgement D. Sample Power Point (Zumwalt MS) Parent Meeting E. Parental Code of Ethics F. PCA Meeting Guardian Meeting G. 10 Things Parents Should Know About College Recruiting
ACKNOWLEDGEMENT FORM
The purpose of this handbook is to provide information that will help with questions and pave the way for a successful year. Not all District policies and procedures are included. Those that are have been summarized. Suggestions for additions and improvements to this handbook are welcome and may be sent to the Director of Athletics.
This handbook is neither a contract nor a substitute for the official District policy manual. It is not intended to alter the at-will status of employees in any way. Rather, it is a guide to and a brief explanation of District Athletic policies. District policies and procedures can change at any time. For more information, employees may refer to the Employee Handbook and the policy codes that are associated with handbook topics, confer with the Campus Coordinator or Director of Athletics. Policy manuals are located in the Principal’s office and are available for employee review during normal working hours. Printed Name Campus/Title I hereby acknowledge receipt of my personal copy of the Dallas ISD Athletic Policies Handbook. I agree to read the handbook and abide by the standards, policies, and procedures defined or referenced in this document.
The information in this handbook is subject to change. I understand that changes in District policies may supersede, modify, or eliminate the information summarized in this booklet. As the District provides updated policy information, I accept responsibility for reading and abiding by the changes. I understand that this handbook intends no modifications to contractual relationships or alterations of at-will relationships are intended by this handbook.
I understand that I have an obligation to inform my Campus Coordinator and Director of Athletics of any changes in personal information, such as phone number, address, etc. I also accept responsibility for contacting my Campus Coordinator or Director of Athletics if I have any questions, concerns, or need further explanation. Signature
Date
NOTE: Please sign and date this form and keep it in this handbook. Sign and date an additional copy and forward it to the office of the Director of Athletics.
Department of Athletics Mission Statement
It is the mission of the Dallas Independent School District Department of Athletics to offer interscholastic athletics programs which develop tomorrow’s leaders by instilling discipline, integrity, and sportsmanship in each studentathlete.
Department of Athletics Staff Directory
Gil Garza Director Dr. Silvia Salinas Assistant Director
Elisa Cordova Assistant Director of Business Annette Scogin Assistant Director Scott Jackson Assistant Director Brad Burns Assistant Director Stacey Segal Assistant Director Victoria Bustamante Administrative Assistant Terry Epps Administrative Assistant Monise DeLeon Administrative Assistant
Phone 972-749-2450 Phone 972-749-2452 Phone 972-749-2455
Fax 972-749-2451
Email
[email protected] Email
[email protected]
Email
[email protected]
Phone 972-749-2453
Email
[email protected]
Phone 972-749-2459
Email
[email protected]
Phone 972-749-2458
Email
[email protected]
Phone 972-749-2461
Phone 972-749-2405
Email
[email protected]
Email
[email protected]
Phone 972-749-2462
Email
[email protected]
Phone 972-749-2402
Email
[email protected]
Phone 972-749-2463
Email
[email protected]
Dallas ISD Department of Athletics Organizational Chart 2016-2017 Director of Athletics Gil Garza
Administrative Assistant IV Victoria Bustamante • • • •
Equipment POs Sports Procurement Stipends Transportation
• • • • •
Administrative Assistant IV – Terry Epps Business Liaison Payroll Special Events Stadium Managers Tickets/Cash
Administrative Assistant IV – Desmonise DeLeon • • • • •
DEC Eligibility Entry Fees Facility Reservations Officials
Assistant Director of Athletics Brad Burns
Assistant Director of Athletics Stacey Segal
Assistant Director of Athletics Silvia Salinas
Assistant Director of Athletics Scott Jackson
Assistant Director of Athletics Annette Scogin
• Baseball (HS & MS) • Wrestling (HS) Compliance District Executive Committees UIL Eligibility Facilities Public Relations Board Meetings
• Cross-Country (HS & MS) • Golf (HS) • Softball (HS & MS) • Team Tennis (HS) • Tennis (HS) 5 Measures of Success Athletics Website Social Media Coaching Certifications Rank One
• Basketball (HS & MS) 10-4A DEC Vice-Chair 11-5A DEC Vice-Chair 12-5A DEC Vice-Chair Equipment & Apparel Awards & Recognition Entry Fees Facility Reservations Special Events Vendor Fairs Camps/Leagues
• Football (HS & MS) • Track & Field (HS & MS) • Swimming (HS) Concessions Transportation Coordinator Middle School Coordinator
• Soccer (HS & MS) • Volleyball (HS & MS) All-City Academic Teams Scholarships Letter Jackets Training & Development Rank One Citizen Committee Interns Sponsorships & Marketing
Assistant Director Business Manager Elisa Cordova Accounts Receivable & Payable Cash Management Clerical Support Compensation Contract Management Financial Operations & Analysis Officials Personnel Coordinator Stadium Managers & Financial Operations Tickets/Passes Travel
Sports Medicine Department Head Athletic Trainer Phil Francis Athletic Training Staff Coordinator Athletic Insurance Sports Medicine Training/Development Sports Medicine – Budget & Supplies Out Sourcing – Contract Trainers Campus Athletic Trainers
Sports Medicine Staff Trainer Mark Bordonaro Trainer Doug Born Trainer Greg Dykman Trainer Corey Eaton Trainer LaTrice Moore Trainer Ryan Pena Trainer Stuart Welborn Trainer Brian Welch Trainer Chad Wilson 22 Campus Sports Medicine Trainers
Campus Athletic Coordinators (22 High Schools) (31 Middle Schools)
other duties assigned by the Director or Assistant Directors
Stadium Managers Cobb Leonard Bishop Forester John Richardson Franklin Billy Russell Jesse Owens Edmond Peters Loos Lester McCloudy Pleasant Grove James King Seagoville James Kanaman Sprague Lawson Turner Wilmer Hutchins Lonnie Calahan
Department of Athletics Sports Medicine Staff Directory Phil Francis MA, ATC, LAT, CLSP
Forester Athletic Complex
Phone 214-775-8937
Fax
Email
[email protected]
Mark Bordonaro LAT Sports Medicine Coordinator
Jesse Owens Complex
Phone 972-925-2119
Phone 972-925-2111
Email
[email protected]
Middle Schools: Atwell, Kennedy Curry, Storey, Zumwalt Tashanee Williams ATC, LAT Campus Athletic Trainer
South Oak Cliff HS
Labrina Jackson MS, ACT, LAT, EMT
Carter HS
McKinney Williams MS, ATC, LAT
Wilmer-Hutchins HS
Phone 972-925-2932
Forester Athletic Complex
Phone 214-775-8934
Fax 214-381-4312
Email
[email protected]
Forester Athletic Complex
Phone 214-775-8935
Fax 214-275-0583
Email
[email protected]
Greg Dykman LAT Sports Medicine Coordinator Stuart Welborn Med, LAT Central Staff Athletic Trainer
Phone 214-932-7095
Email
[email protected] Email
[email protected] Email
[email protected]
Middle Schools: Ann Richards, Balch Springs, Comstock, Florence, Gaston, Hill, Hood, Lang, Long, Seagoville Cody Legg ATC, LAT Campus Athletic Trainer Chacoria Roberson ATC, LAT Campus Athletic Trainer Aaron Redman ATC, LAT Campus Athletic Trainer David Tuchmayer MS, ATC, LAT Campus Athletic Trainer Teresa Kikugawa MS, ATC, LAT Campus Athletic Trainer Pedro Rodriguez MEd, ATC, LAT Campus Athletic Trainer
Skyline HS
Email
[email protected]
Samuell HS
Email
[email protected]
Seagoville HS
Email
[email protected]
Woodrow Wilson HS
Email
[email protected]
Bryan Adams HS
Email
[email protected]
Spruce HS
Email
[email protected]
Department of Athletics Sports Medicine Staff Directory Corey Eaton MEd, ATC, LAT, CSCS Sports Medicine Coordinator Doug Born LAT Central Staff Athletic Trainer
Loos Athletic Complex
Phone 214-775-8904
Fax 972-247-5593
Email
[email protected]
Loos Athletic Complex
Phone 214-775-8905
Fax 972-919-9609
Email
[email protected]
Middle Schools: Cary, Franklin, Marsh, Medrano, Rusk, Tasby, Walker Kirk Kaps MS, ATC, LAT Campus Athletic Trainer Andrea Legg MS, ATC, LAT Campus Athletic Trainer
Conrad HS
Email
[email protected]
Hillcrest HS
Email
[email protected]
Raul Velazquez ATC, LAT, PES, NASE-CSS
Jefferson HS
Email
[email protected]
VACANT
W.T. White HS
Brian Welch LAT Sports Medicine Coordinator Chad Wilson MS, LAT Central Staff Athletic Trainer
Sprague Athletic Complex
Phone 214-775-8923
Fax 214-331-2621
Email
[email protected]
Sprague Athletic Complex
Phone 214-775-8924
Fax 214-331-2621
Email
[email protected]
Middle Schools: Browne, Edison, Greiner, Quintanilla, Stockard, Zan Holmes Aaron Ellis MS, ATC, LAT Campus Athletic Trainer Darnell Brundage MEd, ATC, LAT Campus Athletic Trainer Dennis Landes MEd, LAT Campus Athletic Trainer Zack Follmer MS, ATC, LAT Campus Athletic Trainer
Kimball HS
Email
[email protected]
Molina HS
Email
[email protected]
Sunset HS
Email
[email protected]
Pinkston HS
Email
[email protected]
Department of Athletics Sports Medicine Staff Directory Ryan Pena MS, ATC, LAT Sports Medicine Coordinator Latrice Moore LAT Central Staff Athletic Trainer
Cobb Athletic Complex
Phone 214-775-8943
Fax 214-421-4778
Email
[email protected]
Cobb Athletic Complex
Phone 214-775-8942
Fax 214-421-0967
Email
[email protected]
Middle Schools: Dade, Garcia, Spence, Holmes Amy Perez LAT Campus Athletic Trainer Micaela Pruitt LAT Campus Athletic Trainer Eric Derk MS, ATC, LAT Campus Athletic Trainer Chas Kaiser LAT Campus Athletic Trainer Micaela Lozano MAT, ATC, LAT Campus Athletic Trainer
Adamson HS
Phone 972-749-1429
Email
[email protected]
Roosevelt HS
Phone 972-925-6845
Email
[email protected]
Lincoln HS
Phone 972-749-2268
Email
[email protected] Email
[email protected]
Madison HS North Dallas HS
Phone 972-925-1500 Ext 71039
Email
[email protected]
2016-2017 Middle School Coordinators' Directory SCHOOL
BOX
NAME
SCHOOL
EMAIL
Ann Richards
426
Keith Garcia
9-892-5400
[email protected]
Atwell
210
Rodney Jackson
9-794-6400
[email protected]
Balch Springs
423
Keenanlan Clemmons
9-892-5826
[email protected]
Browne
211
James Jeffery
9-502-2500
[email protected]
Cary
212
Comstock
213
Kimberly Haynes
9-794-1300
[email protected]
Dade
248
Dominique Frazier
9-749-3800
[email protected]
Edison
223
Benjamin Tharpe
9-794-4100
[email protected]
Florence
215
Nathan Webers
9-749-6000
[email protected]
Franklin
214
Garcia
205
Gaston
216
Jeremy Graham
9-502-5426
[email protected]
Greiner
217
Michael Anderson
9-925-7138
[email protected]
Hill
218
Shelly Thibodaux
9-502-5731
[email protected]
Holmes
209
Dwight Jones
9-925-8500
[email protected]
Piedmont
220
Jean Addison
9-749-4124
[email protected]
Kennedy Curry
297
Aubreion Wright
9-925-1600
[email protected]
Lang
425
Long
224
Jennifer Garcia
9-502-4700
[email protected]
Marsh
225
Melanie Ridgley
9-502-6627
[email protected]
Medrano
226
Cory Faber
9-925-1300
[email protected]
Quintanilla
177
Patrick Horrigan
9-502-3228
[email protected]
Rusk
227
Seagoville
228
Eurice Degruy
9-892-7100
[email protected]
Spence
230
Scott Brothers
9-925-2300
[email protected]
Stockard
231
Anthony Darby
9-794-5700
[email protected]
Storey
233
Marcus Mosby
9-925-8700
[email protected]
Tasby
234
Frederick Brown
9-502-1900
[email protected]
Walker
389
9-502-6111
[email protected]
Ken Piggee
2-932-7800
[email protected]
Benny Dorrough
9-749-2013
[email protected]
Zan Holmes Zumwalt
229
Keith Atkinson
Benjamin Carrion Vacant
9-502-7600
9-502-7100
[email protected]
[email protected]
9-502-5500
9-925-2400 ext 88484
9-925-2030
Jose Banda
2016-2017 High School Athletic Coordinators' Directory SCHOOL ADAMSON BRYAN ADAMS CARTER CONRAD HILLCREST JEFFERSON KIMBALL LINCOLN MADISON MOLINA NORTH DALLAS PINKSTON ROOSEVELT SAMUELL SEAGOVIILE SKYLINE SOUTH OAK CLIFF SPRUCE SUNSET WHITE WILMER-HUTCHINS WILSON
AC / AAC Tavarus Rider - AC Stephanie Freeman - AAC Gil Baber - AC Krystal Morrow - AAC Harold Jones - AAC Cynthia Calahan - AAC MT Tyeskie - AC Tia Jordan - AAC Andy Todd - AC Dean Jackson - AAC Kenny Jones - AC Brandi Crenshaw - AAC Henry Cofer - AAC Anthony Miller - AAC Reginald Bell - AC Cedric Patterson - FC Marcus Gates - AC Allisha Washington - AAC Amanda Atlas - AC Luis Mares-AAC Brian Barnett - AC Chris Barnhill - AAC Derwin Dukes - AC Shanta Parnell- AAC Jimmy Jones - AC Randall Johnson - AAC Steve Pierce - AC Cherry DeLeon - AAC Andy Gutierrez - AC Deronica Rogers - AAC Derick Roberson - AC Danny Barentine - AAC James Mays - AC Jason Todd-AAC Elbert Hamilton - AC Gerre Cortez - AAC Christopher Castillo - AC Marisela Lopez - AAC Rudy Powe - AC Donnie Landy - AAC Elzie Barnett - AC Shanita Hubbard - AAC Bobby Estes - AC Jim Harris -AAC
SCHOOL # 9-749-1488 9-749-1488 9-502-4971 9-502-4900 2-932-5781 2-932-5737 9-502-2345 9-502-2300 9-502-6823 9-502-6829 9-502-7326 9-502-7300 9-502-2137 9-502-2100 9-925-7626 9-925-7600 9-925-2868 9-925-2813 9-502-1041 9-502-1000 9-925-1500 9-925-1500 9-502-2725 9-502-2726 9-925-6800 9-925-6800 9-892-5145 9-892-5146 9-892-5962 9-892-5982 9-502-3692 9-502-3484 2-932-7000 2-932-7000 9-892-5573 9-892-5612 9-502-1557 9-502-1545 9-502-6236 9-502-6234 9-925-2900 9-925-2900 9-502-4433 9-502-4436
E-MAIL
[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]
DALLAS COUNTY SCHOOLS SERVICE CENTER DIRECTORY Website for Buses: www.powerfleet.org LOT Kleberg Kleberg Lawnview Lawnview North Dallas North Dallas South South
TRIP COORDINATORS ASSISTANT DISPATCHERS Violet Ron O'Neal Gwen Mixon Stella Paula Angie Brown April Bob Stubbs HIGH SCHOOLS Lincoln Madison Samuell Seagoville H.S. Spruce Wilmer Hutchins High Schools Bryan Adams Skyline Woodrow Wilson
High Schools Conrad Hillcrest Jefferson Pinkston North Dallas White
High Schools Adamson Carter Kimball Molina Roosevelt South Oak Cliff Sunset
TIME 6:00 am to 3:00 pm After Hours 7:30 am to 4:30 pm After Hours 8:30 am to 5:00 pm After Hours 8:00 am to 5:00 pm After Hours
PHONE NUMBERS
EMAILS
214-655-6516
[email protected] ro'
[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]
972-286-0093 or 214-655-6507
214-655-6591
214-655-6597 or 214-275-1805
KLEBERG LOT
LAWNVIEW LOT
NORTH LOT
SOUTH LOT
214-655-8896 214-655-8899 214-655-8803 972-224-7050
MIDDLE SCHOOLS Ann Richards Balch Springs Comstock Florence Kennedy Curry Seagoville M.S. Middle Schools Anderson Dade Garcia Gaston Hill Hood Lang Long Spence Middle Schools Cary Edison Franklin Marsh Medrano Rusk Tasby Walker Middle Schools Atwell Browne Greiner Holmes Quintanilla Stockard Storey Zan Holmes Zumwalt
Athlete Information & Emergency Card Sports Medicine Department (Please Print)
Athlete’s Name:
Date of Birth:
Age:
Gender: _____________ Sport (s): _______________________________________ Student ID: _____________________________ Address: ___________________________________________________ City: ______________________ State: TX Zip:_________ Cell Phone: _____________________________________
Email: ___________________________________________________
Parent/Guardian: ____________________________________
Parent/Guardian:____________________________________
Relationship: ______________ Living with ___Yes ___ No
Relationship: _______________ Living with ___Yes ___ No
Address:____________________________________________
Address: __________________________________________
City: ______________________ State: _____ Zip:_________
City: _______________________State: ______ Zip: _______
Home Phone: _______________________________________
Home Phone: ______________________________________
Work Phone: _______________________________________
Work Phone: _______________________________________
Cell Phone: ________________________________________
Cell Phone: ________________________________________
Email: ____________________________________________
Email: ____________________________________________
Name of person living close by who can be contacted in case of emergency: Name:
Relation:
Phone:
PRIVATE (PRIMARY) INSURANCE Insurance Company Name:
Pre-Authorization Phone #:
Name of Insured: Group #:
Policy #:
Other #:
Family Doctor :
Phone #:
__
HEALTH HISTORY Asthma:
□ Yes □ No Diabetes: □ Yes □ No
Seizures:
□ Yes □ No
High Blood Pressure:
Other Medical Conditions: Known Allergies (drug,food,insect,etc): Medications Currently Taking (inhaler, insulin,etc): Parent Signature: ____________________________________ Date: _______________________
□ Yes □ No
2016-17 Dallas Independent School District Athletic Insurance Filing Procedures Dear Parent: Insurance and filing of insurance claims can be a complicated and confusing procedure. Here are a few guidelines that you will need to follow in order to simplify this process. Please take some time and review this procedure to ensure your son or daughter’s healthcare benefits. 1. This claim form should be fully completed and submitted within 90 days from the date of injury. Be sure to answer and complete the section regarding “OTHER INSURANCE STATEMENT”, marking either yes or no, and signing the line for authorization, so that HSR and the doctors/hospital may communicate concerning your claim. Incomplete claim forms are one of the most frequent reasons why claim payments are delayed. 2. You, as a parent or guardian, must follow the procedures designed by your insurance company, first. You must see your primary care physician (PCP) if your insurance requires it. Most HMO plans require that your initial visit, other than a medical emergency, be with your chosen PCP. 3. After you have filed with your insurance company and a balance (financial charges) remains, you will need to complete the following to file your claim: Complete the attached insurance claim form. Complete the attached insurance verification form. Attach the Explanation of Benefits (EOB) you received from your insurance company, along with the Itemized Bills for the medical services provided. The EOB is the detailed statement from the insurance company explain how they processed your claim and to whom they made payments. Please do not submit “Balance Due” statements, only Itemized Bills detailing the medical services provided to your son or daughter. 4. If you have NO insurance for your son or daughter, the D.I.S.D. school insurance becomes your primary insurance for accidental athletic injuries. You will be responsible for the following: Complete the attached insurance claim form. Complete the attached insurance verification form. Attach the itemized bills for the medical services provided.
Return the requested information to your Campus Athletic Trainer or to: Health Special Risk, Inc. Mail: HSR Plaza II, 4100 Medical Parkway, Carrollton, Texas 75007 Email:
[email protected] Fax: 972-512-5820 If you have any questions, please contact: Customer Service: (972) 512-5600 (8am-6pm) or Phil Francis, Head Athletic Trainer Phone #: 214-775-8937 -
[email protected] D.I.S.D’s Athletic Insurance Administrator, Health Special Risk, Inc. (HSR) will contact you or your medical providers directly should there be a need for further information. HSR will also process and make payments on all D.I.S.D. athletic insurance claims. Revised 5-11-16
EMERGENCY CHECKLIST
Emergency Procedures Checklist (Adapted from: "A Guide for Athletic Directors" by the Pennsylvania Interscholastic Athletic Association) PRIOR TO THE SEASON: Athletic Director ___ Copies of the emergency plan were distributed to coaches and athletic trainers. ___ The emergency plan was reviewed with coaches step-by-step. ___ The emergency plan was reviewed with the athletic trainers. ___ Medical kits were distributed to each sport coach. ___ Coaches were instructed to keep their medical kits stocked. ___ Coaches were instructed to keep a copy of the emergency card in the medical kit. ___ EMS was contacted and provided with field schedules and keys to locked areas. ___ A meeting was arranged with the athletic trainer and head of EMS. ___ Reviewed the HIPPA law and Right to Privacy Act. ___ Reviewed insurance coverage and procedures with the head coach. ___ Informed the head coach and athletic trainer that physician permission may be required prior to participation. Head Coach ___ Checked the practice area for potential hazards and safety concerns. ___ Communicated safety concerns to the athletic director and/or generated a work order to take corrective actions. ___ Made certain there was access for an emergency vehicle. ___ Made certain they had keys to any gated or locked areas. ___ Designated someone to stay with an injured athlete should an injury occur. ___ Designated someone to activate the emergency medical system. ___ Designated someone to be responsible for the medical kit. ___ Designated someone to access the emergency plan and phone numbers from the medical kit. ___ Detailed to parents and players that if an athletic trainer were not present, the head coach or their designee would be the leader in an emergency situation. WHEN AN EMERGENCY HAPPENS
file:///dfsmsvfs02/...ogin/New%20Coaches%20Packet%20Info/New%20Coaches%20Packet%20Info/3P-EMERGENCY%20CHECKLIST.htm[8/2/2016 2:47:03 PM]
EMERGENCY CHECKLIST
___ The head coach and/or athletic trainer saw the injured athlete. ___ The head coach and/or athletic trainer asked the injured athlete or coach to detail how the injury occurred and how they were feeling. ___ The person designated to activate the emergency medical system or call 911 did so. ___ The person designated to stay with the injured athlete did so. ___ Someone went to meet and provide access to the area with EMS. ___ Someone contacted the parent or emergency contact person.
file:///dfsmsvfs02/...ogin/New%20Coaches%20Packet%20Info/New%20Coaches%20Packet%20Info/3P-EMERGENCY%20CHECKLIST.htm[8/2/2016 2:47:03 PM]
DALLAS INDEPENDENT SCHOOL DISTRICT Athletic Department Athletic Accident Insurance August 2016 – August 2017
August 2016 Dear Parents: A $25,000 Basic and a $6,000,000 catastrophic athletic accident insurance policy have been purchased by the Dallas Independent School District’s (DISD) Athletic Department for the 2016/17 school year. These accident policies provide accident medical benefits for your child while he/she is practicing or playing a UIL sports activity, pre-season and/or post-season. The premium for these policies is paid by DISD; there is no cost to you as a parent. Athletic injury insurance provides medical benefits only for accidental injuries that are a direct result of an athletic injury or accidents that occur while under the athletic department’s supervision. These policies also provide for dental benefits, which may become necessary due to a covered accident. The benefit period for medical and dental expenses is two (2) years from the date of the accident. The benefit for the catastrophic policy is ten (10) years. There are some limitations to the policies such as hernias and predisposed congenital conditions. Parents will be required to use their family, group, or individual insurance coverages first, including any HMO or PPO coverage, if available. This allows the premiums for the athletic injury insurance purchased by DISD to remain at a reasonable rate. The DISD Athletic Accident insurance provides supplemental coverage for medical expenses which are reasonable and customary and not provided for by the athlete’s personal medical insurance. All benefits are subject to terms and conditions within the policy. If you have any questions please contact: Phil Francis Head Athletic Trainer Office 214-775-8937 Fax 214-388-1320
Revised 5-11-16
SUDDEN CARDIAC ARREST AWARENESS FORM Revised February 2015
Name of Student: __________________________________________________
What is Sudden Cardiac Arrest? Ø Occurs suddenly and often without warning. Ø An electrical malfunction (short-‐circuit) causes the bottom chambers of the heart (ventricles) to beat dangerously fast (ventricular tachycardia or fibrillation) and disrupts the pumping ability of the heart. Ø The heart cannot pump blood to the brain, lungs and other organs of the body. Ø The person loses consciousness (passes out) and has no pulse. Ø Death occurs within minutes if not treated immediately.
What causes Sudden Cardiac Arrest?
Ø Conditions present at birth § Inherited (passed on from parents/relatives) conditions of the heart muscle: ♦ Hypertrophic Cardiomyopathy – hypertrophy (thickening) of the left ventricle; the most common cause of sudden cardiac arrest in athletes in the U.S. ♦ Arrhythmogenic Right Ventricular Cardiomyopathy – replacement of part of the right ventricle by fat and scar; the most common cause of sudden cardiac arrest in Italy. ♦ Marfan Syndrome – a disorder of the structure of blood vessels that makes them prone to rupture; often associated with very long arms and unusually flexible joints. § Inherited conditions of the electrical system: ♦ Long QT Syndrome – abnormality in the ion channels (electrical system) of the heart. ♦ Catecholaminergic Polymorphic Ventricular Tachycardia and Brugada Syndrome – other types of electrical abnormalities that are rare but run in families. § NonInherited (not passed on from the family, but still present at birth) conditions: ♦ Coronary Artery Abnormalities – abnormality of the blood vessels that supply blood to the heart muscle. The second most common cause of sudden cardiac arrest in athletes in the U.S. ♦ Aortic valve abnormalities – failure of the aortic valve (the valve between the heart and the aorta) to develop properly; usually causes a loud heart murmur. ♦ Non-‐compaction Cardiomyopathy – a condition where the heart muscle does not develop normally. ♦ Wolff-‐Parkinson-‐White Syndrome –an extra conducting fiber is present in the heart’s electrical system and can increase the risk of arrhythmias. Ø Conditions not present at birth but acquired later in life: ♦ Commotio Cordis – concussion of the heart that can occur from being hit in the chest by a ball, puck, or fist. ♦ Myocarditis – infection/inflammation of the heart, usually caused by a virus. ♦ Recreational/Performance-‐Enhancing drug use. Ø Idiopathic: Sometimes the underlying cause of the Sudden Cardiac Arrest is unknown, even after autopsy.
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SUDDEN CARDIAC ARREST AWARENESS FORM Revised February 2015
What are the symptoms/warning signs of Sudden Cardiac Arrest?
Ø Fainting/blackouts (especially during exercise) Ø Dizziness Ø Unusual fatigue/weakness Ø Chest pain Ø Shortness of breath Ø Nausea/vomiting Ø Palpitations (heart is beating unusually fast or skipping beats) Ø Family history of sudden cardiac arrest at age < 50 ANY of these symptoms/warning signs that occur while exercising may necessitate further evaluation from your physician before returning to practice or a game.
What is the treatment for Sudden Cardiac Arrest? Ø Ø Ø Ø
Time is critical and an immediate response is vital. CALL 911 Begin CPR Use an Automated External Defibrillator (AED)
What are ways to screen for Sudden Cardiac Arrest? Ø The American Heart Association recommends a pre-‐participation history and physical including 14 important cardiac elements. Ø The UIL Pre-‐Participation Physical Evaluation – Medical History form includes ALL 14 of these important cardiac elements and is mandatory annually. Ø Additional screening using an electrocardiogram and/or an echocardiogram is readily available to all athletes, but is not mandatory.
Where can one find information on additional screening?
Ø The Cardiac section on the UIL Health and Safety website (uiltexas.org).
____________________________________________
_________________________________________
Parent/Guardian Signature
Date
____________________________________________ Parent/Guardian Name (Print)
____________________________________________
_________________________________________
Student Signature
Date
____________________________________________ Student Name (Print)
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PREPARTICIPATION PHYSICAL EVALUATION -- MEDICAL HISTORY
REVISED 12-4-14
This MEDICAL HISTORY FORM must be completed annually by parent (or guardian) and student in order for the student to participate in athletic activities. These questions are designed to determine if the student has developed any condition which would make it hazardous to participate in an athletic event. Student's Name: (print)
Sex
Age
Date of Birth
Address Grade
Phone School
Personal Physician
Phone
In case of emergency, contact: Name
Relationship
Phone (H)
(W)
Explain “Yes” answers in the box below**. Circle questions you don’t know the answers to. 1. Have you had a medical illness or injury since your last check up or sports physical? 2. Have you been hospitalized overnight in the past year? Have you ever had surgery? 3. Have you ever had prior testing for the heart ordered by a physician? Have you ever passed out during or after exercise? Have you ever had chest pain during or after exercise? Do you get tired more quickly than your friends do during exercise? Have you ever had racing of your heart or skipped heartbeats? Have you had high blood pressure or high cholesterol? Have you ever been told you have a heart murmur? Has any family member or relative died of heart problems or of sudden unexpected death before age 50? Has any family member been diagnosed with enlarged heart, (dilated cardiomyopathy), hypertrophic cardiomyopathy, long QT syndrome or other ion channelpathy (Brugada syndrome, etc), Marfan's syndrome, or abnormal heart rhythm? Have you had a severe viral infection (for example, myocarditis or mononucleosis) within the last month? Has a physician ever denied or restricted your participation in sports for any heart problems? 4. Have you ever had a head injury or concussion? 4. Have you ever been knocked out, become unconscious, or lost your memory? If yes, how many times? __________ When was your last concussion? __________ How severe was each one? (Explain below) Have you ever had a seizure? Do you have frequent or severe headaches? Have you ever had numbness or tingling in your arms, hands, legs or feet? Have you ever had a stinger, burner, or pinched nerve? 5. Are you missing any paired organs? 6. Are you under a doctor’s care? 7. Are you currently taking any prescription or non-prescription (over-the-counter) medication or pills or using an inhaler? 8. Do you have any allergies (for example, to pollen, medicine, food, or stinging insects)? 9. Have you ever been dizzy during or after exercise? 10. Do you have any current skin problems (for example, itching, rashes, acne, warts, fungus, or blisters)? 11. Have you ever become ill from exercising in the heat? 12. Have you had any problems with your eyes or vision?
Yes
No
o
o
o o o
o o o
14.
o o o
o o o
15.
o o o o
o o o o
joints? Have you had any other problems with pain or swelling in
o
o
o
Yes 13.
No
Have you ever gotten unexpectedly short of breath with exercise? Do you have asthma? Do you have seasonal allergies that require medical treatment? Do you use any special protective or corrective equipment or devices that aren't usually used for your sport or position (for example, knee brace, special neck roll, foot orthotics, retainer on your teeth, hearing aid)?
o o o o
o o o
Have you ever had a sprain, strain, or swelling after injury? Have you broken or fractured any bones or dislocated any
o o
o o
o
o
o o o
o o o
o
muscles, tendons, bones, or joints? If yes, check appropriate box and explain below:
o
o
o
o
o
o
16. 17.
o o
o o
18.
o o o
o o o
o o o o
o o o o
o
o
o o
o o
o o
o o
Head
o
o
Elbow
Hip
o Neck o Forearm o Thigh o Back o Wrist o Knee o Chest o Hand o Shin/Calf o Shoulder o Finger o Ankle o Upper Arm o Foot Do you want to weight more or less than you do now? Do you feel stressed out?
Have you ever been diagnosed with or treated for sickle cell trait or cell disease? Females only 19. When was your first menstrual period? _____________
When was your most recent menstrual period? _____________ How much time do you usually have from the start of one period to the start of another? _____________ How many periods have you had in the last year? _____________ What was the longest time between periods in the last year? _____________
An individual answering in the affirmative to any question relating to a possible cardiovascular health issue (question three above), as identified on the form, should be restricted from further participation until the individual is examined and cleared by a physician, physician assistant, chiropractor, or nurse practitioner.
**EXPLAIN ‘YES’ ANSWERS IN THE BOX BELOW (attach another sheet if necessary): ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ __________
It is understood that even though protective equipment is worn by the athlete, whenever needed, the possibility of an accident still remains. Neither the University Interscholastic League nor the school assumes any responsibility in case an accident occurs. If, in the judgment of any representative of the school, the above student should need immediate care and treatment as a result of any injury or sickness, I do hereby request, authorize, and consent to such care and treatment as may be given said student by any physician, athletic trainer, nurse or school representative. I do hereby agree to indemnify and save harmless the school and any school or hospital representative from any claim by any person on account of such care and treatment of said student. If, between this date and the beginning of athletic competition, any illness or injury should occur that may limit this student's participation, I agree to notify the school authorities of such illness or injury.
I hereby state that, to the best of my knowledge, my answers to the above questions are complete and correct. Failure to provide truthful responses could subject the student in question to penalties determined by the UIL Student Signature:
Parent/Guardian Signature:
Date:
Any Yes answer to questions 1, 2, 3, 4, 5, or 6 requires further medical evaluation which may include a physical examination. Written clearance from a physician, physician assistant, chiropractor, or nurse practitioner is required before any participation in UIL practices, games or matches. THIS FORM MUST BE ON FILE PRIOR TO PARTICIPATION IN ANY PRACTICE, SCRIMMAGE OR CONTEST BEFORE, DURING OR AFTER SCHOOL.
For School Use Only: This Medical History Form was reviewed by: Printed Name
Date
Signature
PREPARTICIPATION PHYSICAL EVALUATION -- PHYSICAL EXAMINATION Student's Name _________________________________ Sex _______ Age _______ Date of Birth _________________________ Height ______
Weight________
% Body fat (optional) ________
Pulse __________
BP____/____ (____/____, ____/____) brachial blood pressure while sitting
Vision: R 20/______ L 20/___
Corrected:
o Y
o N
Pupils:
o Equal
o Unequal
As a minimum requirement, this Physical Examination Form must be completed prior to junior high athletic participation and again prior to first and third years of high school athletic participation. It must be completed if there are yes answers to specific questions on the student's MEDICAL HISTORY FORM on the reverse side. * Local district policy may require an annual physical exam. NORMAL
ABNORMAL FINDINGS
INITIALS*
Lymph Heart-Auscultation of the heart the supine Heart-Auscultation of the heart the standing Heart-Lower extremity
Genitalia (males Marfan’s stigmata pectus excavatum, hypermobility, MUSCULOSKELETAL
*station-based examination only CLEARANCE o
Cleared
o
Cleared after completing evaluation/rehabilitation for: __________________________________________________________
_________________________________________________________________________________________________________ o
Not cleared for:_________________________________________Reason: _________________________________________
Recommendations: _________________________________________________________________________________________ _________________________________________________________________________________________________________ The following information must be filled in and signed by either a Physician, a Physician Assistant licensed by a State Board of Physician Assistant Examiners, a Registered Nurse recognized as an Advanced Practice Nurse by the Board of Nurse Examiners, or a Doctor of Chiropractic. Examination forms signed by any other health care practitioner, will not be accepted. Name (print/type) __________________________________________
Date of Examination: ______________________________
Address: _______________________________________________________________________________________________________ Phone Number: ___________________________________________________________________________________________________ Signature: _____________________________________________________________________________________________ Must be completed before a student participates in any practice, before, during or after school, (both in-season and out-of-season) or games/matches.
Lightning and Severe Weather Policy PURPOSE: The object of this policy is to institute safeguards against the hazards of potential lightning risks and severe weather. Chain of Command The decision to suspend a game or practices in the event of lightning, severe weather will be made by a member of the Sports Medicine Staff present at a practice or game. Termination of the event is the decision of the Athletic Department. Weather Bug Outdoor Alerting System To encourage lightning safety, Dallas ISD Athletics & Sports Medicine Department have installed lightning alert systems at each Dallas ISD stadium. We will use the lightning alert systems as a weather-monitoring tool that will provide additional protection to employees, athletic participants and other patrons. What to Do When the System is Activated When the system detects lightning within 10 miles of the facility, the horns sound an uninterrupted 15-second blast and the strobe light will activate and begin to flash. Patrons who hear the horn and/or see the light need to seek shelter immediately. When the system no longer detects a threat, three 5-second blasts from the horn will sound and the strobe light will stop flashing. This is the signal that it is safe to return outdoors. Important: Do not assume it is safe to return to the field after 30 minutes. In other words, the “all clear” may sound well beyond 30 minutes from activation. -Wait until the “all clear” signal is given before returning to the field. - The system will also send out an “all clear” text message and email to appropriate personnel. - The system is active during all athletic events consistent with the hours the fields are open for use. Weather Bug Streamer RT The Streamer RT uses live, in-cloud and cloud-to-cloud lightning and weather data from the national network of more than 10,000 weather stations to assist us in making critical and operational decisions. This is a mass notification by email or text that is sent to all Athletic Trainers, Coaches, and Athletic Department that lightning is in the area to seek shelter.
We will continue to use the 30- 30 Lightning safety rule as a back to the new system. The “Flash-to-Bang” Method This is a simple method to estimate how far away a lightning flash is. A. Begin timing(in seconds) as soon as a lightning flash is seen B. Stop timing as soon as a thunder sound is heard after the lightning flash. This number is the “flash-tobang” count C. Divide the “flash-to-bang” count by five (5) D. The resulting number is the distance, in miles, from the practice/game area to the lightning flash http://www.dallasisd.org/site/handlers/filedownload.ashx?moduleinstanceid=7784&dataid=5168&FileName=sp medlightningsafety.pdf
LIGHTNING SAFETY POLICY Dallas Independent School District Athletic Department March 27, 2000
Phil Francis, MEd, ATC, LAT, CLSP Head Athletic Trainer Sports Medicine Department Dallas Independent School District
Reproduction of this work, in whole or in part, without written permission of the Dallas Independent School District and/or the author of this policy, Phil Francis, is prohibited.
* Revised 7/1/00 ** Revised 1/15/01 *** Revised 6/8/16
LIGHTNING SAFETY POLICY Dallas Independent School District Athletic Department March 27, 2000
OBJECT: The object of this policy is to institute safeguards against the hazards of potential lightning risks. INTRODUCTION: On average, lightning causes more casualties annually in the United States than any other storm related phenomena, except floods. Many people incur injuries or are killed due to misinformation and inappropriate behavior during thunderstorms. A few simple precautions can reduce many of the dangers posed by lightning. In order to standardize recommended actions during thunderstorms, a group of qualified experts from various backgrounds collectively have addressed personal safety in regard to lightning, based on recently improved understanding of thunderstorm behavior. This “Lightning Safety Group”, or LSG (Table 1), first convened during the January, 1999 American Meteorological Society Conference in Dallas, Texas to outline appropriate actions under various circumstances when lightning threatens. KEY CONCLUSIONS: The capricious nature of thunderstorms cannot guarantee the individual or group absolute protection from a lightning strike, however, being aware of, and following proven lightning safety guidelines can greatly reduce the risk of injury or death. Remember, the individual is ultimately responsible for his/her personal safety and has the right to take appropriate action when threatened by lightning. Adults must take responsibility for the safety of children in their care during thunderstorm activity.
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BACKGROUND: Lightning is the most consistent and significant weather hazard that may affect interscholastic athletics. Within the United States, the National Severe Storms Laboratory (NSSL) estimates more than 100 fatalities and 400-500 injuries requiring medical treatment occur from lightning strikes every year. While the probability of being struck by lightning is extremely low, the odds are significantly greater when a storm is in the area and the proper safety precautions are not followed. Prevention and education are the keys to lightning safety. Education begins with background information on lightning. The references associated with these guidelines are an appropriate resource. Prevention should begin long before any in athletic event or practice. The following steps are recommended by the NCAA and NSSL to mitigate the lightning hazard.
The Policy PART 1: Chain of Command Designate a chain of command as to who monitors threatening weather and who makes the decision to remove a team or individuals from an athletics site or event. This emergency plan includes planned instructions for participants and spectators.
Chain of Command Stadium Manager
Licensed Athletic Trainer Game Officials
Athletic Department Administrator
Head Coach of Sport
School Administrator
The Stadium Manager and the Licensed Athletic Trainer will co-command the implementation of the lightning policy. Both the Stadium Manager and the Licensed Athletic Trainer can activate the safety plan by suspending an event. The Stadium Manager assumes the responsibility as spokesperson to participating teams, school administrators, game officials, press box and news media.
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PART 2: Designate a Weather Watcher The Sports Medicine Department will actively obtain weather reports the day of a game and during the event. This information will be shared within the department and the Licensed Athletic Trainer will disseminate the information within the chain of command.
PART 3: Monitor Local Weather Forecasts All representatives in the “Chain of Command” are required to monitor local weather forecasts. Be aware of National Weather Service-issued (NWS) thunderstorm “watches” and “warnings” as well as the signs of thunderstorms developing nearby.
A “watch” means conditions are favorable for severe weather to develop in an area.
A “warning” means that severe weather has been reported in an area and for everyone to take proper precautions.
The NOAA (National Oceanic and Atmospheric Administration) weather radio is an excellent tool for gathering daily forecasts and approaching storms. These radios can be purchased at Radio Shack. PART 4: Define and List Safe Locations Define and list safe locations for participating athletic teams. (Table 2) Primary Locations Any building normally occupied or frequently used by people. Example: A building with plumbing and/or electrical wiring that acts to electrically ground the structure. Avoid using shower facilities for safe shelter and do not use the showers or plumbing facilities during a thunderstorm. Secondary Locations In the absence of a sturdy, frequently inhabited building, any vehicle with a hard metal roof (not a convertible or golf cart) and rolled-up windows can provide a measure of safety. A vehicle is certainly better than remaining outdoors. It is not the rubber tires that make a vehicle a safe shelter, but the hard metal roof, which dissipates the lightning strike around the vehicle. DO NOT TOUCH THE SIDES OF THE VEHICLE. 4
Avoid being in or near: High places and open fields, isolated trees, unprotected gazebos, rain or picnic shelters, baseball dugouts, communications towers, flagpoles, light poles, bleachers (metal or wood), metal fences, convertibles, golf carts, water (ocean, lakes, swimming pools, rivers, etc.) When inside a building, Avoid: The use of the telephone, taking a shower, washing your hands, doing dishes, or any contact with conductive surfaces with exposure to the outside such as metal door or window frames, electrical wiring, telephone wiring, cable TV wiring, plumbing, etc. PART 5 Weather Bug Outdoor Alerting System To encourage lightning safety, Dallas ISD has installed lightning alert systems at each Dallas ISD stadium. Dallas ISD will use the lightning alert systems as a weather-monitoring tool that will provide additional protection to employees, athletic participants and other patrons. What to Do When the System is Activated When the system detects lightning within 10 miles of the facility, the horns sound an uninterrupted 15-second blast and the strobe light will activate. Patrons who hear the horn and/or see the light need to seek shelter immediately. When the system no longer detects a threat, three 5-second blasts from the horn will sound and the strobe light will stop flashing. This is the signal that it is safe to return outdoors. Important: Do not assume it is safe to return to the field after 30 minutes. In other words, the “all clear” may sound well beyond 30 minutes from activation. - Wait until the “all clear” signal is given before returning to the field. - The system will also send out an “all clear” text message and email to appropriate personnel. - The system is active during all athletic events consistent with the hours the fields are open for use. Weather Bug Streamer RT The Streamer RT uses live, in-cloud and cloud-to-cloud lightning and weather data from the national network of more than 10,000 weather stations to assist us in making critical and operational decisions. This is a mass notification by email or text that is sent to all Athletic Trainers, Coaches, and Athletic Department personnel that lightning is in the area to seek shelter.
Dallas ISD will continue to use the 30- 30 Lightning safety rule as a backup to the new system.
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“30-30” Lightning Safety Rule: Suspension and Resumption of Athletic Activities. The key to a lightning safety plan of action is knowing the answer to the following two questions: 1. How far away am I (or the group who I am responsible for) from a safe location? 2. How long will it take me (and/or my group) to get to the safe location? These questions need to be answered before lightning storms threaten. By knowing the answer to the above questions you will greatly increase your chances of not becoming a lightning strike victim. The “30-30” Lightning Safety Rule: Suspension of Play (Table 3) To estimate the distance between you and a lightning flash, use the “Flash to Bang” method. The Flash to Bang method is the most reliable, easiest and most convenient way to estimate how far away lightning is occurring. Thunder always accompanies lightning, even though its audible range can be diminished due to background noise in the immediate environment, and its distance from the observer. Audible range of thunder is about 8-10 miles. The premise upon which the Flash to Bang method is based is the fact that light travels faster than sound, which travels at a speed of approximately one mile every 5 seconds.
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How to use Flash to Bang Count the number of seconds, once lightning is sighted, until the thunder (bang) is heard. Divide by 5 to obtain how far away (in miles) the lightning is occurring. Example: If an individual counts 15 seconds between seeing the flash and hearing the bang, 15 divided by five equals three; therefore, the lightning flash is approximately three miles away. Play is suspended as Flash to Bang method reaches 30 seconds. This indicates the lightning is at the 6 mile range. Lightning awareness should be increased with the first flash of lightning or the first clap of thunder, no matter how far away. This activity must be treated as a wakeup call to those monitoring inclement weather. The important aspect to monitor is how far away the lightning is occurring, and how fast the storm is approaching, relative to the distance of a safe shelter. As a minimum, the National Severe Storms Laboratory (NLSS) and NCAA Committee on Competitive Safeguards and Medical Aspects of Sports strongly recommend that by the time the observer obtains a Flash to Bang count of 30 seconds, all individuals should have left the athletics site and reached a safe structure or location. Athletic events may need to be terminated. The existence of blue sky and the absence of rain are not protection from lightning. Lightning can and does, strike as far as 10 miles away from the rain shaft. It does not have to be raining for lightning to strike. Beware In larger storms, the distance between successive lightning flashes was once thought to be 6 miles. Experts have revised that distance to 2-3 miles. That is just 10-15 seconds in the Flash to Bang count. While seeking shelter when the Flash to Bang count is under 30 seconds may put you at risk, as the next successive lightning strike may be on you. “30-30” Safety Rule: Resumption of Play (Table 3) Resumption of play can continue only when lightning or thunder has not been detected for 30 minutes. Every time lightning or thunder is detected within the 30 minutes, the clock restarts. Speed of Texas Storms A typical thunderstorm can travel up to 30 miles per hour. Experts believe 30 minutes allows for thunderstorms to be about ten to twelve miles from the area. This minimizes the probability of a nearby, and dangerous, lightning strike.
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Bolt out of the Blue Evidence of blue sky in the local area, or a lack of rainfall are not adequate reasons to breach the thirty minute return to play rule. Lightning can strike far from where it is raining, even when the clouds begin to clear and show evidence of blue sky. (Table 3) The “30-30” Rule
Criteria for suspension of activities
-
By the time the Flash to Bang count approaches 30 seconds, all individuals should already be inside a safe shelter.
Criteria for resumption of activities
-
Wait at least 30 minutes after the last sound (thunder) or observation of lightning before leaving the safe shelter to resume activities.
* Part 6: Obligation to Warn Lightning may be understood to all as a dangerous phenomenon, but the seeking of safe shelter and the specific time one should vacate to safety is generally not known. This principle can be assumed by the number of lightning casualties that occur to people seeking shelter under trees. Stadium Announcements and Posted Awareness Instructions Stadium announcements shall be repeated over the public address system (Table 4). Colorful notices and safety instructions will be promulgated and posted in visible, high traffic areas (Table 5). Safety instructions will include the location of the nearest safe shelter. Part 7: First Aid People who have been struck by lightning do not carry an electrical charge. Therefore, cardiopulmonary resuscitation (CPR) is safe for the responder. If possible, an injured person should be moved to a safer location before starting CPR. Lightning-strike victims who show signs of cardiac or respiratory arrest need emergency help quickly. Prompt, aggressive CPR has been highly effective for the survival of victims of lightning strikes. The Licensed Athletic Trainer, coach or other medical personnel should consider his or her own personal safety before venturing into a dangerous situation and rendering care.
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Note This policy is designed for the Dallas Independent School District’s Athletic Stadiums. This policy shall be used on local campuses, with local campus designated Chain of Command, prior to campus games and practices.
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Special Acknowledgement
Katie M. Walsh, EdD. ATC-L Director of Sports Medicine/Athletic Training East Carolina University Brian Bennet, MEd, ATC, CLSP Assistant Athletic Trainer The College of William and Mary Williamsburg, VA Richard Kithil, MBA President and CEO The National Lightning Safety Institute Louisville, CO
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Table 1: Lightning Safety Group
Brian Bennett Assistant Athletic Trainer The College of William Mary
Richard Kithil President/CEO National Lightning Safety Institute
John T. Madura Manager, KSC Weather Office NASA
Leon Byerley Lightning Protection Technology
E. Philip Krider, Ph.D the University of Arizona Department of Atmospheric Sciences Institute of Atmospheric Physics
Marcus McGee President Quality Protection Systems
Mary Ann Cooper, MD FACEP Lee C. Lawry Lightning Injury Research Program Product Manager The University of Illinois at Chicago Global Atmospheric Physics
William P. Roeder Chief Staff Meteorologist Patrick, Air Force Base
Ken Cummins, Ph.D Vice President Engineering Global Atmospherics, Inc
Raul E. Lopez, Ph.D Research Meteorologist National Severe Storms Laboratory, NOAA
Jim Vavrek Science Teacher Henry W. Eggers Middle School
Ronald L. Holle Research Meteorologist National Severe Storms NOAA
Bruce Lunning, CSP, CPCU, ARM Christoph Zimmerman Senior Loss Control Specialist Safety Management St. Paul Fire and Marine Insurance Global Atmospherics, Inc.
Ken Howard Research Meteorologist National Severe Storms Laboratory NOAA
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Table 2: Safe Shelter for Participating Team
Jessie Owens, Forester, Loos, Sprague and Cobb The field house and locker rooms are primary safe shelters. These buildings contain plumbing and/or electrical wiring that acts to electrically ground the structure. Avoid using shower facilities for safe shelter and do not use the showers or plumbing facilities during a thunderstorm.
Franklin, Pleasant Grove and Seagoville Stadiums The locker rooms are primary safe shelters. These buildings contain plumbing and/or electrical wiring that acts to electrically ground the structure. Pleasant Grove and Reverchon Baseball Fields The baseball dugouts are unsafe during lightning storms. There are no primary safe shelters at these locations. The secondary choice is a vehicle or school bus with a hard metal roof (not a convertible) and rolled up windows can provide a measure of safety. Do not touch metal during the lightning storm. ** Swimming Pools (Indoor & Outdoor) The pool and pool decks are connected to a much larger surface area via the water, underground water pipes, gas lines, electric and telephone wiring. A lightning strike to any one of the metallic networks may induce electrical shocks to several areas surrounding the pool. Safety must be considered the same for both indoor and outdoor pools. Participants, spectators and employees must leave the pool and surrounding pool deck area. Seek shelter inside the main building or in a fully enclosed metal vehicle with the windows rolled up. Avoid using shower facilities for safe shelter and do not use the showers or plumbing facilities during a thunderstorm.
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Table 4: Public Address Announcement
Hazardous lightning has been monitored in the immediate area and this sporting event has been temporarily suspended. All team members have been advised to seek shelter in a safe location. This suspension will last a minimum of 30 minutes. All spectators are advised to leave the stadium bleachers. Stadium seating is an unsafe location during a lightning storm. Your health is at risk by remaining in the bleachers during this lightning storm. Seek safe shelter. Avoid high places and open fields. Do not seek shelter under trees, picnic shelters, or baseball dugouts. Do not stand near flagpoles, light poles or metal fences. Safe location for: Sprague, Forester, Loos, Cobb and Jessie Owens Stadium. (announcement for these locations) The field house is a safe location, you may seek shelter inside the field house. Do not remain outdoors, hazardous lighting has been monitored in the area. This sporting event has been temporarily suspended. The field house is a primary location for safety. A second choice for safe shelter is a fully enclosed vehicle with a metal roof, with the windows rolled up. Do not touch the metal of your car during this lightning storm. This delay will be at least 30 minutes. Safe location for: Franklin, Pleasant Grove and Seagoville Example; Franklin, Pleasant Grove and Seagoville has safe shelter in home team and visitor’s locker rooms. A secondary safe shelter is a fully enclosed automobile or bus with a metal roof, with the windows rolled up. Do not touch the metal of your car during this lightning storm. This delay will be at least 30 minutes.
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Table 5: Posted Awareness Instructions
PERSONAL LIGHTNING SAFETY TIPS Practice and training increase athletic performance. Similarly, preparedness can reduce the risk of the lightning hazard. Lightning is the most frequent weather hazard impacting athletic events. Baseball, softball, football, golf, skiing, swimming, soccer, tennis, track and field events…all these and other outdoor sports have been impacted by lightning. Advance planning is the single most important means to achieve lightning safety. Spectator Safety: If you hear it (thunder), clear it! If you see it (lightning), flee it! At the first signs of lightning or thunder, leave the ball field. Go to your vehicle and take shelter there with your windows rolled up.
Avoid: Metal or wooden bleachers. High places and open fields. Going under trees. Baseball dugouts, picnic shelters, flagpoles, metal fences
Seek: Any building normally occupied or frequently used by people. Any vehicle with a hard metal roof(not a convertible) and rolled up windows. Do not touch the metal of the vehicle during the lightning storm.
Wait 30 minutes after the last observed lightning or thunder before you leave shelter. Game officials will signal a resumption of activities. If lightning strikes nearby, you should: 1. Crouch down with feet together 2. Place hands on ears to minimize hearing damage.
INJURED PERSONS do not carry an electrical charge and can be handled safely. Apply First Aid procedures to a lightning victim if you are qualified to do so.
Call 911 or send for help immediately.
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SPORTS MEDICINE DEPARTMENT Dallas Independent School District (September 1986)
High School Athletics
Exertional Heat Illness Guideline Handbook •Guidelines: Early August/September Football Practice Monitoring Heat Practice Adjustments Weight Charts Water Breaks/Station Practice Sessions NO Practices between 12n – 6pm 1st Day of School/1st Day of Practice AM Only (one session) Double AM Practice
•Warnings Medical Symptoms/Emergent Care Treatment Observation Be Smart Check List •Medical Information Common Elements Definitions Risk Factors Medical Conditions Management of Care Prevention
Revision 2007 Revision 2009 Revision 2012 Revision 2016
Dallas ISD Guidelines Early August/September Football Practice
• Monitor the heat. Wet Bulb Globe Temperature >82 degree WBGT – High Risk! See practice adjustments, next page.
• Document the WBGT temperature. • Modify and adjust practice according to risk. Helmets/shorts. • Add water breaks and rest breaks. • Reduce or eliminate post practice conditioning. 2
WBGT Heat Stress Readings Wet Bulb Globe Temperature/Practice Adjustments •
Under 82 degrees F Normal Activities. 2-3 separate rest breaks each hour. Rest breaks must be minimum 5 minutes.
•
82.0 to 86.9 degrees F Utilize discretion for intense or prolonged exercise; watch at-risk players carefully. Provide at least 3-4 separate rest breaks each hour.
•
87.0 to 89.9 degrees F Maximum exposure time 2 hours. Restrict players to helmets, shorts and t-shirts. No pads/pants. Provide at least 4 separate rest breaks each hour.
•
90.0 to 92.0 degrees F Maximum exposure time 1 hour. NO PROTECTIVE EQUIPMENT allowed (includes helmets). NO CONDTIONING. Provide at least 4 separate rest breaks within the hour practice.
•
92.1 degrees F and higher No outdoor workouts. Delay practice until cooler WBGT level is reached. 3
Weight Charts (1st 10 days of practice)
Weigh your athletes prior to practice and after practice. 2% or > must be watched. Must regain weight to the 2% or under to return to practice. 4
Water Breaks Water accessible upon request Mandatory every 20-30 minutes. Strongly recommend a 5-10 minute full rest and water break, in the shade, after each hour of practice during acclimating period.
5
Water/Emergent Care Station Cooling Tank, ½ filled with cool water 2 – Ten gallon water coolers, filled w/ice
Large Quantities of Ice and Cold Water Circulating Fans Misting Fans Shade; the station must be shaded! 6
Pre-Season, August Football Practices No outdoor practices between 12n – 6pm. First 4 days of practice; only one practice is permitted. Only one practice, maximum 3 hours. Starting Day 5; 2 practices per day can be scheduled, but cannot be scheduled on consecutive days. One practice is scheduled with a 3 hour maximum/a total of 5 hours per day. Pre-practice stretching and water breaks count in the total practice time. Practice duration starts with outside exposure. 7
AM or PM practices (Practices prior to the start of school)
Practices are not to exceed 3 hours in duration No post-practice conditioning with practices that exceed 2 ½ hours in duration. AM Practice sessions are not to exceed 12n PM practice sessions; Start time at 6pm or later 8
Single AM practice (Split Sessions)
Option #1
First sessions are not to exceed 2 hours. Second sessions are not to exceed 1 hour. No post-practice conditioning after the 2nd session. Practices sessions are not to exceed past 12n.
Rest/recovery break is 30 minutes or less. 9
Double AM sessions Break Recommendations Electrolyte fluids; the higher the sodium content the better. 10g sodium per day. No solid food is recommended. Rest in air conditioning environment; circulating fans are essential.
10
Single Practice; Options #2 and #3 Option #2, 2 hours, 30 minute practice No post-practice conditioning is permitted.
Option #3, 3 hour practice No post-practice conditioning Recommended that an AM practice end by 11am 11
Two Practices per day; only permitted to start on Day 5 Option #4 Total of 5 hours of practice is permitted Not more than 3 hours in the 1st practice Not more than 2 hours in the 2nd practice A mandatory 2 hours of rest/recovery between the 1st and 2nd practice 12
Warnings: Vomiting Warning sign; treat, error on safety! The athlete does not continue practice The athlete does not practice for 24 hours.
> than 2 athletes that are in heat stress; Practice must be shut down! Warning sign Not enough medical care available. 13
Medical Symptoms Emergent Care Dry hot skin; only <30% actually have this symptom. Probably too late! Mental changes Collapse > than 30 minutes of care and observation. Call 911 14
Treatment
Remove clothing/uniform Submerge torso into the Cooling Tank Ice the head and neck. Cold environment; circulating fans. Fluids > than 30 minutes; call 911 15
Observation Lumping; conditioned athlete vs non Expectations appear to be the same.
Grossly overweight; mass body index Extreme risk
Underachiever? Are they? Or are they physically spent?
Coaches; one more time, “We are not leaving until we have done it right”! Post-practice conditioning; strip to the waist Remove helmets when ever possible 20-25% body heat 16
Out of the Box Buddy System Watchful eye; non-bias, not reluctant to speak up!
Varsity Scrimmage Varsity scrimmage first; cool of the morning Hydrate on the bus and while they wait. Black jerseys, WHY? 17
Be Smart! Common sense goes a long way! Meet with players prior to the start of fall workouts and review with them each day. Diet Rest Medical history; anyone have a cold, not sleeping good at night, AC out, had your wisdom teeth pulled? Position coaches should share information
Include DISD’s medical staff 18
Heat Illness Check List 1. DISD Heat Illness Guidelines WBGT Heat Stress Monitor w/documentation Water Breaks Scales/Weight Charts
2. Designated Water/Emergent Care Station Cooling Tank w/ emergent ice: 4 x 10 gallon water coolers; Drinking Water: Water Coolers w/chilled water Water Cows Misting Fans Ice towels/sponges Table; used to administer care to an injured athlete Cups Water bottles Shade; Portable Tents or Tree shades areas 3. No Practice: 12n – 6pm (Until school starts) 4. Physicals prior to participation
19
Medical Information
Common Elements Definitions Risk Factors Medical Conditions Management of Care Prevention 20
Common Elements Exertional Heat Illness
Hot/humid 2nd and 3rd day of practice Large young men All vomited during current or preceding practice, yet allowed to continue to practice. Did not perform up to usual or expected level of skill Wearing more than shorts and T-shirts before being acclimated to heat 21
Definitions Heat Cramps - acute involuntary muscle contractions caused by dehydration, electrolyte imbalance, and neuromuscular fatigue. Heat Exhaustion - inability to continue exercise and associated with heavy sweating, dehydration, sodium loss, energy depletion. Core temperature normal or mildly elevated. Heat Stroke - elevated core temperature (> 104º) with neurologic changes. 22
Diagnosis of Heat Stroke Core temperature usually above 104ºF with mental status/neurologic changes Time above 106º appears to be most critical factor affecting survival. Unable to check rectal temperature - start treating.
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Thermoregulation Basal metabolic rate is 60 to 70 kcal/h Approaches 1000 kcal/h during strenuous activities Muscular athletes generate more heat Obese athletes have difficulty dissipating heat because of insulation
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Acclimatization Physiologic response produced by repeated exposures to hot environments Rate of acclimatization is related to aerobic conditioning and fitness 10 to 14 days necessary for a protective level to be achieved, but maximum acclimatization can take 2 - 3 months. Fluids and salt facilitate process. 1 to 2 hours to get effect physiologic changes 25
Physiologic Responses to Acclimatization
Heat rate Stroke volume Core temperature Sweat output/rate Onset of sweat Salt in sweat Work output Fatigue Work capacity Plasma volume
Decrease Increases Decreases Increases Earlier in training Decreases Increases Decreases Increases Increases 26
Risk Factors
Non-environmental Environmental Predisposing Medical Conditions Adolescent
27
Nonenvironmental Factors Dehydration - sweating, vomiting, diarrhea, medications, alcohol. Check body weight, color of urine Barriers to evaporation - uniforms, helmets, rubber/plastic suits. Illness Prior heat illness Increase body mass index (BMI) 28
Nonenvironmental Factors Poor physical condition - elevated core temperature after 20 - 30 minutes of strenuous activity. Excessive or dark clothing. Overzealousness.
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Environmental Risk Factors WBGT = 0.7NWB + 0.2GT + 0.1DB Determined for athletes wearing T-shirt and shorts. See attached risk chart See attached figures for adjustments for uniforms.
30
Medical Conditions
Sickle Cell Trait Cystic Fibrosis Scleroderma Arteriosclerotic Vascular Disease Neuroleptic Malignant Syndrome Malignant Hyperthermia Obesity (BMI > 30) 31
Children - Adolescents
Greater surface area to body mass Higher metabolic activity Slower rate of sweating Sweating starts at higher temperature Lower C.O. at given metabolic rate Slower to acclimatize to heat Thirst response is blunted 32
Mental Status/Neurologic Changes
Confusion Disorientation Dizziness Drowsiness Coma Loss of consciousness Psychotic behavior
Staggering Aggressiveness Delirium Irritability Apathy Hysteria Seizures 33
Physical Signs
Dehydration Hot and wet or dry skin Tachycardia Hypotension
Vomiting Diarrhea Weakness Hyperventilation
34
Management of Heat Stroke Cooling Tank Remove clothing and equipment Cold water immersion (35-59 degrees F)
Call 911 If a Cooling Tank is not available Apply ice and cold water to the athlete’s head, face and torso and the rest of his body. 35
Complications of Heat Stroke
Cardiac damage/failure Hepatic necrosis Rhabdomyolysis DIC ARDS Renal failure 36
Risk of Recurrence Elevated liver enzymes Proportional to mental status changes Recovery from heat stroke can be up to more than one year 15% to 20% have decrease heat tolerance Heat intolerance can last up to 5 years 37
Prevention
Anticipation/preparation/education PPE to identify those at risk. Acclimatization over 10 to14 days Fluid replacement Sleep in cool environment Check environmental conditions before, during practice Rest breaks, 2 to 3 hours for meals Buddy system 38
Fluids 17 - 20 ounces (500 - 600 mL) 2 to 3 hours before practice 7 - 10 ounces (200 - 300mL) every 10 - 20 minutes during practice Correct any fluid loss post exercise within 2 hours (< 2% of body weight) Replenish fluid, carbohydrates, and electrolytes Serve cool fluids (50º to 59ºF) Avoid fruit juices and carbonated beverages 39
Monitoring Hydration Status Use urine color chart - if color is 5 or greater rehydrate before allowing to practice Measure urine specific gravity - < 1.020 Body weights daily before and after practice Determine individual sweat rate for high risk individuals
40
Rest Breaks Environmental Conditions Work:Rest Ratios
Extreme/hazardous risk 1:1 High risk: 2:1 (Dallas, Texas) Moderate risk: 3:1 Low risk: 4:1 41
Three Seasons of Safety
Three Seasons of Safety Keeping athletes safe and coaches free from liability requires a preseason, in-season, and offseason plan. By Dr. Richard P. Borkowski Richard P. Borkowski, EdD, CMAA, is a sport safety consultant based in Narberth, Pa. The former Director of Physical Education and Athletics at the Episcopal Academy in Merion, Pa., his most recent book is titled Coaching for Safety, A Risk Management Handbook for High School Coaches, published by ESD112.
Athletic Management, 16.5, August/September 2004, http://www.momentummedia.com/articles/am/am1605/safety.htm Developing offensive and defensive game plans is old hat for coaches. This article, however, is about a new type of game plan: a defensive strategy to lower the chance of injuries and the likelihood of a coach being blamed for it. Lowering the risk of injury to your athletes is not a one-time task. It is an ongoing commitment that should take place in-season and out-of-season, on the field and off. In this article, I provide a risk management gameplan for coaches to use throughout the year. Preseason To start, carefully re-read your athletic department’s handbook and any school policies that pertain to coaching. Next, make sure your own rules are in agreement with the department’s directives. Finally, meet with your athletic director to review policies and procedures. Get the answers to your safety concerns before problems arise. Make sure you have met all state association certification regulations. Read and follow the rulebook. Read it every year, even if there haven’t been any changes from the previous year. Check all your equipment, uniforms, and facilities. When buying new equipment, purchase only from reputable dealers. Follow all manufacturers’ guidelines. Wait until so-called “state of the art” equipment becomes widely accepted before purchasing it, and avoid using any “homemade” equipment. Hold a parent information meeting to preview the season and outline the risks and benefits of participation. Take time to answer parents’ questions about safety issues. Go over the informed-consent form. Make sure every player has passed a physical exam. Obtain a completed emergency information card and an informedconsent form for each athlete, and make sure all forms are signed. In-season Review all safety rules with your players. Remind your athletes that they play an important role in their own safety and the safety of others on the playing field. To avoid injuries, provide your athletes with progressive conditioning and instruction. Do not allow them to attempt a new move or play if you feel they are not ready for it. Always assess their capabilities as you instruct them. Reinforce safety rules throughout the season. Immediately correct any unsafe situation. If you cannot correct a problem, notify the administration immediately. Use the word “no.” “No, we won’t use that broken backstop.” “No, we won’t practice on that field.” “No, we won’t play with that equipment.” Know that proper supervision means having a staff member present at the practice or contest site at all times. Know what general and specific supervision is, as well as the supervisory technique known as “scanning.”
file:///dfsmsvfs02/...n/New%20Coaches%20Packet%20Info/New%20Coaches%20Packet%20Info/3N-Three%20Seasons%20of%20Safety.htm[8/2/2016 2:48:48 PM]
Three Seasons of Safety
Have “buffer” or safety zones for practices and games. Always try for a “first down” (30 feet) in outdoor situations (including keeping 60 feet between two adjacent playing areas) and five to 10 feet for indoor play. If that is impossible, adjust the situation. That may mean padding the potential hazard, adjusting the playing field, or decreasing the number of participants. Avoid mismatching your athletes in competition and practice. Look at factors such as age, experience level, maturity, sport, size, strength, skill, and stamina. If an injury occurs, always follow the directions of qualified medical personnel. Avoid post-injury discussions with anyone except your supervisor. Accident and incident reports should be factual and to the point. An athlete should not return to play after an injury or illness without a completed “return to play” form signed by a qualified medical professional. Have an emergency plan in place. Review it to make sure it works. Test your plan at every venue you use for practice or competition. Have a plan for away contests. Understand the importance of athletic safety public relations. Avoid terms such as “blood alley,” “bell ringer,” or “suicide drill.” Yes, words can come back to haunt you. Walk into every situation and ask yourself, “Have I done all that is reasonable to lower the chance of injury to those in my charge?” and “What can I do to make the setting safer?” Offseason After the season ends, re-examine your program from a risk management point of view. Take a look at all your forms, records, and procedures. Ask yourself, “How can I make it better?” Another idea is to seek outside evaluations of your risk management program from a coach or athletic administrator at another school. Consider implementing an out-of-season conditioning program for athletes who are not participating in other sports. Make sure any conditioning program is progressive, well taught, and appropriate for your athletes’ age level. Attend seminars and workshops, and continue your education in all areas of coaching. Join professional groups and subscribe to professional magazines. Hire qualified assistant coaches. Along with being well-versed in coaching techniques, viable candidates should be caring individuals with your athletes’ welfare as their top priority. Encourage your assistant coaches to continue their professional development. Using this defensive game plan accomplishes two important things. It decreases the chance of injury to your athletes and establishes you as a caring, vigilant, and credible professional. Both will appreciably decrease the claims against you as a coach. For more in-depth articles on buffer zones, scanning, informed consent forms, as well as other risk management issues, visit www.AthleticSearch.com and enter “Borkowski” into the search window.
Sidebar: Three Points As you review this gameplan, remember these three major points: 1. You are measured by the standard of care for your profession and not by standards of practice. “Lots of other coaches do it that way” is not an excuse for an unsafe practice. The profession’s standard of care and your standard of practice should be the same.
file:///dfsmsvfs02/...n/New%20Coaches%20Packet%20Info/New%20Coaches%20Packet%20Info/3N-Three%20Seasons%20of%20Safety.htm[8/2/2016 2:48:48 PM]
Three Seasons of Safety
2. Know your legal duties as a coach. You have a duty to properly condition, supervise, give instruction, provide correct equipment and safe facilities, offer emergency care, and warn players of potential injuries. 3. The key to lessening liability is being a competent, caring professional who runs a worthwhile program. This establishes your professional credibility, which goes a long way toward decreasing your chance of being sued.
file:///dfsmsvfs02/...n/New%20Coaches%20Packet%20Info/New%20Coaches%20Packet%20Info/3N-Three%20Seasons%20of%20Safety.htm[8/2/2016 2:48:48 PM]
CAUTIONS AND CONSIDERATIONS RELATED TO ATHLETIC PRACTICES a. Negligence Negligence is the failure to exercise reasonable care in the execution of assigned duties. Generally, negligence allegations cite commission of a hazardous act or omission of reasonable care (failure to act) in the performance of supervisory responsibility. To examine this concept more completely, several terms and principles are important: 1) Accident - an unpredictable and uncontrollable set of circumstances that causes loss or harm without negligence or carelessness by supervisors. For legal purposes an accident may also be called an Act of God. A set of circumstances beyond control, e.g., an earthquake. 2) Assumption of Risk - A traditional defense against negligence allegations. A player accepts some risk by participating in athletic programs of his or her free will. This defense is no longer widely accepted as a mitigating circumstance. 3) Attractive Nuisance - Equipment of facilities that are naturally appealing to young people but when unsupervised, are also inherently dangerous, e.g., an unlocked and unsupervised swim pool, weight room or gymnasium. 4) Breach of Duty - Failure of a supervisor to carry out a responsibility or action that results in injury or loss. 5) Commission - Reference to an unsafe act that resulted in injury or loss, e.g.; players suffered heat stroke when the Coach committed an unsafe act by requiring the football team to run wind sprints in full equipment for 30 minutes in high temperatures and humidity. 6) Comparative Negligence - A provision of law that attributes a percentage of responsibility to the plaintiff and or the defendant in determination of liability for injury or loss. 7) Contributory Negligence - Behavior on the part of the injured individual that contributed to an injurious event. 8) Duty - An obligation or responsibility, e.g., coaches have duty to maintain a hazard free practice and competitive environment by conducting regular inspections. 9) Foreseeability - An identifiable physical condition or hazardous practice that could lead to harm or loss, e.g., it is foreseeable that athletes could be injured when playing soccer on fields that have deep ruts. 10) Liability - An obligation to compensate for damages or loss. 11) Proximate Cause - The primary cause of an injury or loss. (A player is struck by a car and injured while crossing the street to practice. Several factors will be considered as the potential proximate cause. These include the player's actions, the driver's condition or the condition of the automobile, weather/visibility, directions given to the player by the coach and the age of the player.) 12) Respondent Superior - The negligence of a coach may be imputed to a supervisor who may also be held accountable for such negligence when it is determined that the coach's failure to act or the actions of a coach were because of inadequate training. The employer is not responsible for an employee who operates outside the scope of employment. 13) Safe Place - Several states have adopted legislation that requires higher levels of inspection and scrutiny in creating safe environments for spectator or other large group activities. 14) Violence - An emerging concept that alleges failure of a coach or athletic administrator to control the unthinking and violent actions of an athlete or to supervise spectators so as to prevent violent confrontations during and after a contest.
b. Fourteen Duties Related to Negligence Litigation Several obligations or duties have been identified as absolute requirements for coaches and athletic program administrators. These standards have evolved as a result of various case law proceedings and legal judgments against individuals and school districts. 1) Duty to Plan - A coach must demonstrate awareness of the maturity, physical development and readiness of athletes with appropriate plans for instruction, conditioning, supervision and emergency response. 2) Duty to Supervise - A coach must be physically present, provide competent instruction, structure practices that are appropriate for the age and maturity of players, prevent foreseeable injuries and respond to injury or trauma in an approved manner. This duty requires supervisors to ensure that facilities are locked and that students are denied access when a competent staff member cannot be physically present to supervise. This duty may also require coaches to control reckless player behaviors. Supervision responsibilities may also pertain to athletic administrators who are expected to be able to supervise coaching staff members competently, and to maintain safety and good order at athletic contests. 3) Duty to Provide A Safe Environment - Coaches are considered trained professionals who possess a higher level of knowledge and skill that permits them to identify foreseeable causes of injury inherent in defective indoor and outdoor facilities or hazardous environments. Spectator’s facilities must also be inspected for safe conditions and equipment.
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4) Duty to Provide Safe Equipment - Courts have held athletic supervisors responsible to improve unsafe environments, repair or remove defective equipment or disallow athlete’s access. This duty also pertains to the proper fitting, maintenance and wearing of protective player equipment. F-2.1
5) Duty to Teach Properly - Athletic practices must be characterized by instruction that accounts for a logical sequence of fundamentals that lead to an enhanced progression of player knowledge, skill and capability. 6) Duty to Condition Properly - Practices must account for a progression of cardiovascular and musculoskeletal conditioning regimens that prepare athletes sequentially for more challenging practices and competitive activities.
7) Duty to Warn - Coaches are required to warn parents and athletes of unsafe practices specific to a sport and the potential for injury or death. This warning should be issued in writing and both athletes and parents should be required to provide written certification of their comprehension. 8) Duty to Provide Emergency Care - Coaches are expected to be able to administer standard emergency care (first aid; CPR/AED) in response to a range of traumatic injuries. 9) Duty to Design A Proper Emergency Response Plan - Coaches must design plans to ensure an expedited response by EMS and an effective transition to the care and supervision of emergency medical personnel.
10) Duty to Evaluate Incapacity – Coaches should not exceed the scope of their training when evaluating the readiness of an athlete for return to practice or competition.
11) Duty to Match or Pair Athletes – Consideration must be given to size, strength, conditioning, maturity and experience when pairing or matching athletes. This duty is especially important for contact and collision sports.
12) Duty to Provide Safe Transportation – Coaches and administrators must account for safe transportation and safe behavior during transportation.
13) Duty to Insure Athletes are Insured – Coaches and administrators have responsibility to insure athletes have proper health insurance when required by local policy.
14) Duty to Select, Train and Supervise Coaches – Administrators have responsibility that members of the coaching staff possess appropriate skill and knowledge levels to insure appropriate of levels of safety and well-being upon athletes.
DALLAS INDEPENDENT SCHOOL DISTRICT DEPARTMENT OF ATHLETICS BUS PROCEDURES
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All Athletic trips on your athletic schedule for the entire 2015-2016 school year must be entered at www.powerfleet.org trip system as schedules are received.
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ALL BUSES must be entered 10 days prior to their games in the DCS Powerfleet TRIPS system with the earliest date the system allows. After the trip has been approved by the appropriate DISD Athletic Approver, the transportation coordinator should email the Trip Coordinator at the DCS Service Center, the trip number to let them know the date they need the trip changed to. Faxes are no longer accepted. DCS cannot change buses in the TRIPS system until all required DISD approvers have approved bus trips. DCS cannot guarantee bus service on short notice. THE DISD HS & MS TRANSPORTATION COORDINATORS NEED TO ENTER ALL OTHER BUS REQUESTS ON POWERFLEET AS USUAL.
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A COACH IS NOT AUTHORIZED TO REQUEST A BUS DIRECTLY FROM THE DCS SERVICE CENTER. 1. A coach must not request a bus or ask changes to be made to a bus trip, to the bus driver/dispatcher from the DCS Service Center. 2. That coach must contact HIS/HER H.S. Transportation Coordinator/MS Athletic Coordinator and let HIM/HER know they need to request or make changes to their bus.
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All the HS & MS Transportation Coordinators are responsible for entering their own buses for athletic events in Powerfleet. Changes and cancellations must be email to their DCS Service Center.
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Scott Jackson requires the HS Transportation Coordinators & the MS Athletic Coordinators to copy him with all the bus changes/cancellations made on a daily basis.
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HS Transportation Coordinators/MS Athletic Coordinators if you can’t get a hold of the DCS dispatcher at the Service Center after 5:30 pm contact Assistant Athletic Director below.
Scott Jackson Assistant Director of Athletics 972-749-2459 or 214-244-0097
Dallas Independent School District Department of Athletics Recommended Transportation for High Schools Travel by Sport Football 9th and Junior Varsity Shuttle Bus System (where applicable) (see chart). Transportation requests for teams traveling outside the Dallas area must be approved by the Athletics office. Varsity buses will be scheduled to arrive at game site no earlier than 2 hours game time. Volleyball Junior Varsity and Varsity – Ride the same bus when playing at the same site. Use Dallas ISD vans as much as possible. Cross Country Girls and Boys – Ride the same bus. Teams with ten athletes or less will travel in Dallas ISD vans. Soccer One Site / One Bus (JV & V or Girls & Boys). Girls and Boys – Shuttle Bus System (where applicable). Use Dallas ISD vans as much as possible. Wrestling Girls and Boys – Ride the same bus when competing at the same site. Bus Shuttle System. ( See Chart) Teams with ten athletes or less will travel in Dallas ISD vans. For the city and district tournaments, buses will drop-off in the morning and return at 5:30 pm. Basketball District 9-6A Girls – All teams will ride the same bus. District 9-6A Boys – All teams will ride the same bus. District 11-5A & 13-5A Girls – All Teams will ride the same bus. District 11-5A & 13-5A Boys – All teams will ride the same bus. District 11-4A Girls – All teams will ride the same bus. District 11-4A Boys 9th grade – Will travel in Dallas ISD vans when traveling out of Dallas. District 11-4A Boys Junior Varsity and Varsity – Will ride the same bus when traveling out of Dallas. District 11-4A Boys – All teams will ride the same bus when traveling in Dallas ISD. Preseason travel will be done on one bus School will pay for their own out-of-town over-night travel. Local tournament teams will travel in Dallas ISD vans. Track and Field Girls and Boys – Will ride the same bus, when competing at the same site. Bus Shuttle System. (See Chart) Teams with ten athletes or less will travel in Dallas ISD vans. School will pay for own out-of-town over-night travel. Softball Teams travel by bus. Teams with ten athletes or less will travel in Dallas ISD vans. Baseball Teams travel by bus. Teams with ten athletes or less will travel in Dallas ISD vans. Golf, Swimming, Tennis Teams with ten athletes or less will travel in Dallas ISD vans. All Sports Teams
Any travel of fifty miles (one way) or less will be covered by the athletics office. Schools must cover transportation for any travel over fifty miles (one way) The athletics office WILL NOT cover out-of-town travel for over-night trips. Schools must cover all expenses. The use of Dallas ISD vans is highly recommended!!!
DEPARTMENT OF ATHLETICS ALL SPORTS SHUTTLE BUS SYSTEM FOR HIGH SCHOOLS HIGH SCHOOLS ADAMSON BRYAN ADAMS CARTER CONRAD HILLCREST JEFFERSON KIMBALL LINCOLN MADISON MOLINA NORTH DALLAS PINKSTON ROOSEVELT SAMUELL SEAGOVILLE SKYLINE SOUTH OAK CLIFF SPRUCE SUNSET W.T. WHITE WILMER-HUTCHINS WILSON
COBB FORESTER FRANKLIN STADIUM STADIUM STADIUM 1 1 2 2 2 2 2 1 1 2 1 1 1 1 2 1 1 1 1 2 1 1
2 1 2 2 2 2 2 1 1 2 2 2 2 1 1 1 2 1 2 2 2 1
2 2 2 1 0 1 2 2 2 2 1 1 1 2 2 2 2 2 2 1 2 1
JESSE OWENS COMPLEX
LOOS STADIUM
PLEASANT GROVE FIELD
SEAGOVILLE FIELD
SPRAGUE STADIUM
HUTCHINS STADIUM
1 2 1 2 2 2 1 2 2 1 2 1 1 2 2 2 1 2 1 2 1 2
2 2 2 2 2 1 2 2 2 2 2 2 2 2 2 2 2 2 2 1 2 2
2 1 2 2 2 2 2 1 1 2 1 2 1 1 1 1 1 1 1 2 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 2 2 2 2 2 2 2
1 2 1 2 2 2 0 2 2 1 2 1 1 2 2 2 1 1 1 2 2 2
2 2 1 2 2 2 1 2 1 1 1 2 1 2 2 2 1 2 1 2 0 2
DALLAS ISD - DEPARTMENT OF ATHLETICS - VAN REQUEST FORM
NOTES:
SCHOOL: Required
PICK UP DATE
Required
PICK UP TIME
Required
RETURN DATE
Required
#of Days
Required 12 PASSENGER VANS (# of passengers)
Required
Required
Required
Required
Required
Leave Column blank-ATHLETICS
DESTINATION
SPECIFY GAME/ TOURNAMENT/ MATCH/ MEET/ PRACTICE / MAKEUP GAME/ PLAY-OFF GAME
SPORT
APPROVED COACH FIRST & LAST NAME
EVENT TIME
VAN CONFIRMATIONS
PLEASE DRIVE CAREFULLY WHEN TRANSPORTING TEAMS TO ATHLETIC EVENTS!!! HS TRANSPORTATION COORDINATOR SIGNATURE:
***Must include today's DATE:
NO SMOKING..NO FOOD..NO BEVERAGES IN VANS
HIGHLIGHT REVISIONS
Email to:
[email protected]
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Student/teacher holidays Día feriado para estudiantes y maestros • Oct. 14 (Elementary Fair Day) • Oct. 21 (Secondary Fair Day)
Student holidays/staff development or teacher prep days Día de capacitación/día feriado para estudiantes
STAAR Testing dates Días de exámenes
Parent conferences Conferencias para padres • Oct. 10 and Jan. 19 (high schools) • Oct. 11 and Jan. 23 (middle schools) • Oct. 13 and Jan. 24 (elementary schools)
Inclement weather makeup day
Día para recuperar tiempo perdido por mal clima
Six Weeks begins Las seis semanas comienzan
Six Weeks ends Las seis semanas terminan
Report cards issued Distribución de boletas de calificaciones
• Final report cards wil be sent home with elementary school students on June 1. • Final report cards will be mailed to secondary school students on June 8.
See bus routes at www.dallasisd.org
Vea rutas de autobús en www.dallasisd.org
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12
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9
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23
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16
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21
22
26
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⁄30
24
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29
S
M
T
W
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1
2
3
4
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6
MAY | MAYO 2017
S
JUNE | JUNIO 2017 M
T
W
23
T
F
S
1
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JULY | JULIO 2017 M
T
W
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F
S 1
7
8
9
10
11
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13
4
5
6
7
8
9
10
2
3
4
5
6
7
8
14
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11
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9
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21
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18
19
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23
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16
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28
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30
31
25
26
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23
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25
26
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29
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Michael Hinojosa, Ed.D. Superintendent of Schools Superintendente de Escuelas
3700 Ross Avenue • Dallas, TX 75204-5491 (972) 925-3700 • www.dallasisd.org
School hours / Horario escolar 7:55 a.m. – 2:55 p.m. (elementary schools) 8:35 a.m. – 3:35 p.m. (middle schools and Montessori schools) 9:15 a.m. – 4:15 p.m. (high schools, magnet schools, and early colleges)
2016–2017 OBSERVANCES / CELEBRACIONES
Instructional days / Días de clases • 175 student days • 11 professional development / prep days • 187 teacher work days Weather-related school closing / Suspensión de clases por mal tiempo In inclement weather, a decision to close schools is determined no later than 6 a.m. on the day in question. The district will not hold school if buses cannot operate safely; if electric service to schools is disrupted; or if natural gas to schools is curtailed. However, once school has opened, classes are held for the entire school day. En el caso de que haya condiciones extremas de mal tiempo, la decisión de cerrar las escuelas se tomará a más tardar a las 6 a.m. en el día en cuestión. El distrito no tendrá clases si los autobuses escolares no pueden transitar con seguridad, si no hay electricidad en las escuelas, o si se restringe el suministro de gas a las escuelas. Sin embargo, un vez que abran las escuelas, el horario escolar se mantendrá sin cambios. Inclement weather makeup days / Días para reponer perdida de clases por mal tiempo April 14 and 17 are the designated makeup days for days when school is closed due to bad weather. If not needed, both days will be used as a student/teacher holidays. El 14 y 17 de abril son los días que se han designado para recuperar días de clases que se hayan perdido al cerrar las escuelas por mal clima. De no ser utilizados, estos serán días de vacaciones para estudiantes y maestros. Mayor’s Back-to-School Fair / Feria de regresa a clases The city of Dallas Mayor’s Back-to-School Fair is Friday, August 5, at Fair Park’s Automobile and Centennial Hall facilities. For more information, visit www.mayorsbacktoschoolfair.com. La feria de regreso a clases del alcalde de Dallas será el viernes, 5 de agosto, en los edificios Automobile y Centennial de Fair Park. Para más información, visite www.mayorsbacktoschoolfair.com.
August / Agosto 2016 26 Women’s Independence Day / Women’s Equality Day September / Septiembre 2016 Library Card Sign-Up Month Hispanic Heritage Month (Sept. 15 – Oct. 15) 5 Labor Day 5–9 National Payroll Week 8 International Literacy Day 12–17 Celebrate Freedom Week 17 Citizenship Day, Constitution Day October / Octubre 2016 Computer Learning Month European-American Heritage Month 9–15 Fire Prevention Week 12–16 National School Lunch Week 13 Principal for a Day 23–31 Red Ribbon Week (Drug-Free Schools) 24 United Nations Day November / Noviembre 2016 American Indian Heritage Month National PTA Child Safety and Protection Month 11 Veterans Day 14–18 American Education Week 16 National Educational Support Professionals Day 17 National Parental Involvement Day December / Diciembre 2016 7–11 National Inclusive Schools Week January / Enero 2017 Board of Education Recognition Month 16 Martin Luther King Jr. Holiday February / Febrero 2017 African-American Heritage Month National Career and Technical Education Month National Teen Dating Violence Awareness and Prevention Month 1 National Freedom Day 1–3 National School Counseling Week 20 Presidents’ Day 17 Random Acts of Kindness Day National PTA Founders Day Texas Public Schools Week (Feb. 27 – March 3)
March / Marzo 2017 Music in Our Schools Month National Intellectual and Developmental Awareness Month National Middle Level Education Month National Nutrition Month National Professional Social Work Month Texas History Month Theatre in Our Schools Month Women’s History Month Youth Art Month 2 Texas Independence Day / NEA’s Read Across America Day 6–10 National School Breakfast Week April / Abril 2017 Alcohol Awareness Month Child Abuse Prevention and Awareness Month Mathematics Education Month Volunteer Recognition Month 2 International Children’s Book Day 9–15 National Library Week 17–21 Public School Volunteer Week 21 San Jacinto Day 23–29 National Volunteer Week 24–28 Week of the Young Child 25–29 Administrative Professionals Week 26 Administrative Professionals Day May / Mayo 2017 Asian-American Heritage Month Better Hearing and Speech Month Mental Health Month National Physical Fitness and Sports Month 1–5 Teacher Appreciation Week 1–7 Physical Education and Sports Week National Children’s Book Week 3 National Teacher Day 5 Cinco de Mayo Holocaust Remembrance Day 7–14 National Music Week 10 National School Nurse Day National Public School Paraprofessionals Day 15–19 National Educational Bosses’ Week 20 Armed Forces Day 29 Memorial Day June/ Junio 2017 14 Flag Day 19 Juneteenth (Emancipation Day in Texas) July / Julio 2017 4 Independence Day
S
AUGUST | AGOSTO 2016 M
T
W
T
F
S
1
2
3
4
5
6
School ends/fin de clases: June 2
Student/teacher holidays Día feriado para estudiantes y maestros • Oct. 14 (Elementary Fair Day) • Oct. 21 (Secondary Fair Day)
S
M
T
W
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OCTOBER | OCTUBRE 2016 S
M
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F
S 1
7
8
9
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13
4
5
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8
9
10
2
3
4
5
6
7
8
14
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11
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9
10
11
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21
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18
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24
16
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22
28
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30
31
25
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28
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30
23
24
25
26
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30
31
NOVEMBER | NOVIEMBRE 2016 School starts/comienzo de clases: Aug. 22
SEPTEMBER | SEPTIEMBRE 2016
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M
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F
S
1
2
3
4
5
DECEMBER | DICIEMBRE 2016 S
M
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W
T
F
S
S
1
2
3
1
JANUARY | ENERO 2017 M
T
W
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F
S
2
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7
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4
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18
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25
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31
S
Student holidays/staff development or teacher prep days Día de capacitación/día feriado para estudiantes
STAAR Testing dates Días de exámenes
FEBRUARY | FEBRERO 2017
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M
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S
1
2
3
4
S
MARCH | MARZO 2017 M
T
W
T
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S
1
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3
4
APRIL | ABRIL 2017 M
T
W
T
F
S 1
x Biweekly payroll cutoff dates Cierre de nómina bisemanal
5
6
7
8
9
10
11
5
6
7
8
9
10
11
2
3
4
5
6
7
8
12
13
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18
12
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9
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19
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25
16
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$ Biweekly pay dates Día de pago bisemanal
26
27
28
26
27
28
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30
31
⁄30
24
25
26
27
28
29
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z Monthly payroll cutoff dates Cierre de nómina mensual $ Monthly pay dates Día de pago mensual
Inclement weather makeup day
Día para recuperar tiempo perdido por mal clima
MAY | MAYO 2017
S
JUNE | JUNIO 2017 M
T
W
23
T
F
S
1
2
3
S
JULY | JULIO 2017 M
T
W
T
F
S 1
7
8
9
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11
12
13
4
5
6
7
8
9
10
2
3
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5
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9
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18
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16
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28
29
30
31
25
26
27
28
29
30
23
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25
26
27
28
29
30
31
Michael Hinojosa, Ed.D. Superintendent of Schools Superintendente de Escuelas
3700 Ross Avenue • Dallas, TX 75204-5491 (972) 925-3700 • www.dallasisd.org
School hours / Horario escolar 7:55 a.m. – 2:55 p.m. (elementary schools) 8:35 a.m. – 3:35 p.m. (middle schools and Montessori schools) 9:15 a.m. – 4:15 p.m. (high schools, magnet schools, and early colleges)
2016–2017 OBSERVANCES / CELEBRACIONES
Instructional days / Días de clases • 175 student days • 11 professional development / prep days • 187 teacher work days Weather-related school closing / Suspensión de clases por mal tiempo In inclement weather, a decision to close schools is determined no later than 6 a.m. on the day in question. The district will not hold school if buses cannot operate safely; if electric service to schools is disrupted; or if natural gas to schools is curtailed. However, once school has opened, classes are held for the entire school day. En el caso de que haya condiciones extremas de mal tiempo, la decisión de cerrar las escuelas se tomará a más tardar a las 6 a.m. en el día en cuestión. El distrito no tendrá clases si los autobuses escolares no pueden transitar con seguridad, si no hay electricidad en las escuelas, o si se restringe el suministro de gas a las escuelas. Sin embargo, un vez que abran las escuelas, el horario escolar se mantendrá sin cambios. Inclement weather make-up days / Días para reponer perdida de clases por mal tiempo April 14 and 17 are the designated make-up days for days when school is closed due to bad weather. If not needed, both days will be used as a student/teacher holidays. El 14 y 17 de abril son los días que se han designado para recuperar días de clases que se hayan perdido al cerrar las escuelas por mal clima. De no ser utilizados, estos serán días de vacaciones para estudiantes y maestros. Mayor’s Back-to-School Fair / Feria de regresa a clases The city of Dallas Mayor’s Back-to-School Fair is Friday, August 5, at Fair Park’s Automobile and Centennial Hall facilities. For more information, visit www.mayorsbacktoschoolfair.com. La feria de regreso a clases del alcalde de Dallas será el viernes, 5 de agosto, en los edificios Automobile y Centennial de Fair Park. Para más información, visite www.mayorsbacktoschoolfair.com.
August / Agosto 2016 26 Women’s Independence Day / Women’s Equality Day September / Septiembre 2016 Library Card Sign-Up Month Hispanic Heritage Month (Sept. 15 – Oct. 15) 5 Labor Day 5–9 National Payroll Week 8 International Literacy Day 12–17 Celebrate Freedom Week 17 Citizenship Day, Constitution Day October / Octubre 2016 Computer Learning Month European-American Heritage Month 9–15 Fire Prevention Week 12–16 National School Lunch Week 13 Principal for a Day 23–31 Red Ribbon Week (Drug-Free Schools) 24 United Nations Day November / Noviembre 2016 American Indian Heritage Month National PTA Child Safety and Protection Month 11 Veterans Day 14–18 American Education Week 16 National Educational Support Professionals Day 17 National Parental Involvement Day December / Diciembre 2016 7–11 National Inclusive Schools Week January / Enero 2017 Board of Education Recognition Month 16 Martin Luther King Jr. Holiday February / Febrero 2017 African-American Heritage Month National Career and Technical Education Month National Teen Dating Violence Awareness and Prevention Month 1 National Freedom Day 1–3 National School Counseling Week 20 Presidents’ Day 17 Random Acts of Kindness Day National PTA Founders Day Texas Public Schools Week (Feb. 27 – March 3)
March / Marzo 2017 Music in Our Schools Month National Intellectual and Developmental Awareness Month National Middle Level Education Month National Nutrition Month National Professional Social Work Month Texas History Month Theatre in Our Schools Month Women’s History Month Youth Art Month 2 Texas Independence Day / NEA’s Read Across America Day 6–10 National School Breakfast Week April / Abril 2017 Alcohol Awareness Month Child Abuse Prevention and Awareness Month Mathematics Education Month Volunteer Recognition Month 2 International Children’s Book Day 9–15 National Library Week 17–21 Public School Volunteer Week 21 San Jacinto Day 23–29 National Volunteer Week 24–28 Week of the Young Child 25–29 Administrative Professionals Week 26 Administrative Professionals Day May / Mayo 2017 Asian-American Heritage Month Better Hearing and Speech Month Mental Health Month National Physical Fitness and Sports Month 1–5 Teacher Appreciation Week 1–7 Physical Education and Sports Week National Children’s Book Week 3 National Teacher Day 5 Cinco de Mayo Holocaust Remembrance Day 7–14 National Music Week 10 National School Nurse Day National Public School Paraprofessionals Day 15–19 National Educational Bosses’ Week 20 Armed Forces Day 29 Memorial Day June/ Junio 2017 14 Flag Day 19 Juneteenth (Emancipation Day in Texas) July / Julio 2017 4 Independence Day
2016 - 2017 School Year Calendar Start and End Dates ALL LEVELS: Classroom Teacher Classroom Teacher New to the District Media Specialist Media Specialist New to the District Speech Therapist/Speech Therapist Assistant Speech Therapist/Assistant New to the District Staff Nurse Staff Nurse New to the District Campus Instructional Coach Community Liaison Cafeteria Supervisor Reconnect Center – 215-day Employees
Start Date 10-Aug-16 2-Aug-16 10-Aug-16 2-Aug-16 10-Aug-16 2-Aug-16 10-Aug-16 3-Aug-16 2-Aug-16 10-Aug-16 5-Aug-16 5-Aug-16
End Date 2-Jun-17 2-Jun-17 2-Jun-17 2-Jun-17 2-Jun-17 2-Jun-17 2-Jun-17 2-Jun-17 2-Jun-17 2-Jun-17 2-Jun-17 10-Jul-17
Work Days 187 193 187 193 187 193 185 190 193 185 189 215
18-Jul-16 25-Jul-16 20-Jul-16 20-Jul-16 5-Aug-16 22-Jul-16 29-Jul-16 25-Jul-16 29-Jul-16 29-Jul-16 10-Aug-16 25-Jul-16 10-Aug-16 18-Jul-16 10-Aug-16 28-Jul-16 5-Aug-16 10-Aug-16 10-Aug-16
28-Jun-17 14-Jun-17 9-Jun-17 2-Jun-17 16-Jun-17 16-Jun-17 2-Jun-17 12-Jun-17 2-Jun-17 2-Jun-17 14-Jun-17 27-Jun-17 14-Jun-17 28-Jun-17 2-Jun-17 16-Jun-17 9-Jun-17 2-Jun-17 2-Jun-17
221 207 207 202 200 210 195 205 195 195 195 215 195 221 185 205 195 185 185
18-Jul-16 25-Jul-16 10-Aug-16 5-Aug-16 10-Aug-16 28-Jul-16 10-Aug-16 18-Jul-16 10-Aug-16 5-Aug-16 5-Aug-16 10-Aug-16 10-Aug-16
28-Jun-17 14-Jun-17 2-Jun-17 9-Jun-17 14-Jun-17 16-Jun-17 2-Jun-17 28-Jun-17 2-Jun-17 16-Jun-17 9-Jun-17 2-Jun-17 2-Jun-17
221 207 187 195 195 205 187 221 185 200 195 185 185
18-Jul-16 25-Jul-16 10-Aug-16 18-Jul-16 10-Aug-16 5-Aug-16 10-Aug-16 10-Aug-16
28-Jun-17 14-Jun-17 2-Jun-17 28-Jun-17 2-Jun-17 9-Jun-17 2-Jun-17 2-Jun-17
221 207 185 221 185 195 185 185
* * * % #% % +
HIGH SCHOOLS Principal Assistant Principal Athletic Coordinator Coach, Head Football Comprehensive HS / Magnet School Counselor Lead Counselor Cluster Coordinator Cluster Coordinator Career Preparation Vocational Teacher FCSCP/AG Vocational Teacher Testing Coordinator Financial Clerk ROTC Instructor Office Manager School Clerk Data Controller Registrar Teacher Assistant, Paraprofessional Nurse Assistant
%
% %
MIDDLE SCHOOLS Principal Assistant Principal Coach Head and Assistant, Athletic Director Counselor Testing Coordinator Financial Clerk JROTC Instructor Office Manager School Clerk Data Controller Registrar Teacher Assistant, Paraprofessional Nurse Assistant
%
% %
ELEMENTARY SCHOOLS Principal Assistant Principal Elementary Counselor Office Manager School Clerk Computerized Records Controller Teacher Assistant, Paraprofessional Nurse Assistant
Last Revised 4/7/2016
% % % %
OTHER PROFESSIONAL STAFF Central Administration Educational Diagnostician Educational Diagnostician - 205 Educational Diagnostician - 215 Licensed Spec. In School Psychology Licensed Spec. In School Psychology - 205 Licensed Spec. In School Psychology - 215 Pre-doctoral Psychology Intern Psychiatrist – Board Certified Occupational Therapist Occupational Therapist - 205 Occupational Therapist – 226 Social Worker Teacher - Special Education - 195 Teacher - Special Education - 205 Teacher - Special Education - 215 Teacher - Adapted PE Visiting Teacher Visiting Teacher - 195 Visiting Teacher - 215 Other Professionals Not Listed Above:
OTHER SALARIED SUPPORT: Central Office Support Paraprofessional / Office Support
Police and Security: Campus Security Facility Security Police Officer Dispatch Supervisor Security Guard Supervisor
BIWEEKLY (HOURLY) PERSONNEL: Custodial: Custodian, Part - Time Custodian, Floater, Leadperson, Facility Supervisor, Plant Operator, Parking Lot Attendant Food Services: Cafeteria Supervisor, Supervisor Trainees/Leads Assistants and Technicians Graphics, Maintenance, Service Center
Start Date 1-Sep-16 10-Aug-16 29-Jul-16 25-Jul-16 10-Aug-16 29-Jul-16 25-Jul-16 1-Aug-16 1-Sep-16 10-Aug-16 29-Jul-16 1-Sep-16 10-Aug-16 5-Aug-16 29-Jul-16 25-Jul-16 10-Aug-16 10-Aug-16 5-Aug-16 25-Jul-16 10-Aug-16 5-Aug-16 29-Jul-16 25-Jul-16 1-Sep-16
End Date 31-Aug-17 2-Jun-17 16-Jun-17 26-Jun-17 2-Jun-17 16-Jun-17 26-Jun-17 31-Jul-17 31-Aug-17 2-Jun-17 16-Jun-17 31-Aug-17 2-Jun-17 9-Jun-17 16-Jun-17 26-Jun-17 2-Jun-17 2-Jun-17 9-Jun-17 26-Jun-17 2-Jun-17 9-Jun-17 16-Jun-17 26-Jun-17 31-Aug-17
Work Days 226 185 205 215 185 205 215 226 226 185 205 226 185 195 205 215 187 185 195 215 185 195 205 215 226
1-Sep-16 10-Aug-16 5-Aug-16 28-Jul-16 25-Jul-16
31-Aug-17 2-Jun-17 9-Jun-17 16-Jun-17 27-Jun-17
226 185 195 205 215
10-Aug-16 1-Sep-16 1-Sep-16 1-Sep-16 1-Sep-16
2-Jun-17 31-Aug-17 31-Aug-17 31-Aug-17 31-Aug-17
185 235 235 235 235
Start Date
End Date
Work Days
1-Sep-16 1-Sep-16 10-Aug-16
31-Aug-17 31-Aug-17 2-Jun-17
260 260 185
5-Aug-16 10-Aug-16 1-Sep-16
2-Jun-17 2-Jun-17 31-Aug-17
189 187 260
* Teachers, Media Specialist, Speech Therapist, and Speech Therapist Assistants new to Dallas ISD are scheduled for Staff Development August 2-11. # Staff Nurses new to Dallas ISD are scheduled for Staff Development August 3-11. % January 9 and February 20, are non-working days for all 185 day employees, including 190 day Staff Nurses.
Last Revised 4/7/2016
%
%
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%
%
%
%
%
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CENTRAL OFFICE CLOSING DATES Labor Day
September 5
Thanksgiving Break
November 21 - 25
Winter Break
December 23 - 31, January 1 - 6
Martin Luther King, Jr. Holiday
January 16
Spring Break
March 13 - 17
Memorial Day
May 29
Independence Day
July 4
STUDENT/TEACHER/STAFF HOLIDAYS 185 to 215-day employees (campus based and central staff), and for 221-day school Principals and Office Managers Labor Day
September 5
Texas State Fair Day
October 14 or October 21
Thanksgiving Break
November 21 - 25
Winter Break (Teachers/Staff)
December 23 - 31, January 1 - 6
Winter Break (Students)
December 23 - 31, January 1 - 9
Martin Luther King, Jr. Holiday
January 16
Spring Break
March 13 - 17
Student/Teacher Holiday
April 14*
Student/Teacher Holiday
April 17*
Memorial Day
May 29 * inclement weather day if needed
CENTRAL STAFF PAYROLL HOLIDAYS For 226-day central staff and campus based employees (except Board Certified Psychiatrists), for payroll purposes the following days are considered holidays: September 5; October 14; November 21 - 25; December 23 - 31; January 1 - 6; January 16; March 13 - 17; May 29; July 4. CAMPUS BASED 221-DAY PRINCIPALS, OFFICE MANAGERS, AND BOARD CERTIFIED PSYCHIATRISTS PAYROLL HOLIDAYS For payroll purposes, the following days are considered holidays: September 5; October 14 or October 21; November 21 - 25; December 23 - 31; January 1 - 6; January 16; March 13 - 17; May 29. April 14 and April 17 are non-work days if not needed as an inclement weather make up day. BIWEEKLY PERSONNEL 235-DAY SAFETY AND SECURITY PERSONNEL PAYROLL HOLIDAYS For Maintenance, Custodial, Service Center, and Graphics for payroll purposes, the following days are considered holidays: September 5, October 14 or October 21, November 23 - 25, December 23 - 27; January 2; January 16; March 17; May 30; July 4
STAFF DEVELOPMENT DAYS August 10 - 11; Districtwide Professional Development August 12 - 19 February 20 June 2
Last Revised 4/7/2016
PARENT CONFERENCE High School
October 10 and January 23
Middle School
October 11 and January 19
Elementary School
October 13 and January 24
INSTRUCTIONAL DAYS Fall
82
Spring
93
Professional Development/Prep Days
11
Parent Conferences (0.5/day) Total Teacher Work Days
1 187
NON DUTY DAYS 226-day employees have 9 non-duty days to be used at the employee/supervisor discretion. 235-day employees have 13 non-duty days to be used at the employee/supervisor discretion. INCLEMENT WEATHER DAY The April 14 and April 17 inclement weather days are scheduled as non-working days to be used as make-up if needed. If April 14 and April 17 are not used as a make up days, they will be non-working days for employees with duty periods of 185 to 221 days. The April 14 and April 17 inclement weather days are work days for all employees whose duty periods are greater than 221 days.
Last Revised 4/7/2016
High School Coaches – Start/End Dates
Start Dates: 07‐20‐16 Athletic Coordinators Head Football Coaches 07‐25‐16 Football Coaches (without spring) Volleyball Coaches 08‐01‐16 Assistant Coordinators Football Coaches (with spring) 08‐08‐16 Cross‐Country Coaches 08‐10‐16 All other coaches End Dates: 10‐22‐16 Cross‐Country 10‐29‐16 Volleyball 11‐05‐16 Football 01‐28‐17 Swimming 02‐11‐17 Wrestling / Girls Basketball 02‐18‐17 Boys Basketball 03‐21‐17 Soccer 04‐05‐17 Tennis 04‐13‐17 Golf 04‐15‐17 Track & Field Softball 04‐25‐17 05‐02‐17 Baseball
Middle School Coaches – Start/End Dates
Start Dates: 08‐10‐16 All coaches End Dates: (this will be date of your city championship tournaments/meets) 10‐22‐16 Cross‐Country 10‐29‐16 Volleyball 11‐05‐16 Football 02‐11‐17 Girls Basketball 02‐18‐17 Boys Basketball 03‐21‐17 Soccer 04‐15‐17 Track & Field 04‐25‐17 Softball 05‐02‐17 Baseball
Dallas ISD Expectations and Job Descriptions For High School Head Coaches Mission Statement: The mission of the Dallas ISD Department of Athletics, a partner in academics and athletics, is to ensure and enhance the quality of life for the youth of our school district by providing competitive activities. These activities will produce young men and women able to enter the community and become constructive, contributing members of society. High School Head Coaches are required to: 1. Serve as a role model that exemplifies leadership, moral character, commitment, good sportsmanship and dedication by modeling to their athletes and coaching staff the same behavior and dress that they require of them in practice and competition. 2. Utilize effective coaching techniques, teach correct fundamental skills, demonstrate knowledge and expertise in their assigned sport and maintain a high level of competitiveness. 3. Have a systematic method of legally recruiting and maintaining student athletes in all athletic programs. 4. Educate parents and student athletes on the philosophy, expectations, and policies of their assigned sport and insist that they maintain respect for game officials, opponents, administrators and fans. 5. Visit middle schools and assist where needed for improvement for all facets of all boys and girls programs and provide them the opportunity to use high school facilities. 6. Attend middle school banquets, games and/or special events and include middle school staffs in social gatherings sponsored by the high school. 7. Implement strategies that develop both individual discipline and team discipline and monitor their effectiveness throughout the school year. 8. Keep up-to-date records (squad lists, insurance forms, physicals, season statistics, parent approvals, and eligibility lists) and submit required documentation to the athletic department. 9. Provide proper supervision for all team members during practice, game, and athletic events. 10. Hold regular staff meetings to ensure that their staff is current, understands, and abides by the rules and regulations set forth by all governing agencies including, but not limited to: UIL, TEA, Board of Education, Department of Athletics, National Federation Associations and the Dallas ISD administration. 11. Follow district policy when purchasing equipment, keep accurate records of purchases, and follow district procedures related to student activity accounts as specified in the athletic handbook. 12. Adhere to the athletic department procedures in addressing student athlete injuries. 13. Maintains filed copies of current team rules that have been approved by the campus principal and signed by student athletes and parents.
14. Maximize each individual’s contribution to the team, encourage athletes to support one another in a positive manner, recognize good effort, sportsmanship, and individual achievements. 15. Work to build a strong sense of self-esteem in athletes by exhibiting confidence in each player and the team as a whole by using positive reinforcement to motivate athletes to reach their full potential. 16. Encourage athletes to achieve academic success and show pride in their capabilities, abilities, and involvement in other school activities ensuring the development of a well-rounded athlete. 17. Exhibit proper leadership skills when dealing with their athletes, coaching staff, other coaches, opponents, fans, and parents. 18. Demonstrate fairness, understanding, tolerance, patience, care and concern for their student athletes. 19. Utilizes 5 Measures data to evaluate and improve their athletic program. 20. Stay current in RCP, CPR, AED, First Aid, Safety Training and Concussion Management Training (2 hours every 2 years) and make certain that all personnel on their staff are certified by keeping copies of their certifications on file 21. Games and practices should reflect good planning and organization. 22. Involve middle school coaches and assistant coaches in planning and organizing athletic programs where it affects the high school sports and middle school program. 23. Teach and demonstrate good sportsmanship. 24. Maintain equipment (storing, securing, repairing, issuing, and inventorying). Keep a complete inventory of all equipment issued to coaches. Collect keys and equipment from any coach leaving the school. 25. Dress professionally for all facets of your job including workouts and competitions. 26. Dress according to “Dress Code for Coaches and Athletic Trainers.” 27. Perform any other duties as assigned by the Principal and athletic office. 28. Prepare and send recommendation letters to colleges or universities regarding their athletes. 29. Follow district lettering requirements and require signatures from both athletes and parents to document that they have been notified. 30. Review and document student athlete eligibility throughout the school year to help keep academic excellence. 31. Attend all assigned in-service programs. 32. Follow district procedures related to student activity accounts. 33. Maintain expenditures for your sport within the athletic department assigned budget. 34. All coaches must also meet the expectations for team and student participation as described in the Minimum Competition Standards associated with their coaching assignment. 35. Act as liaison to their middle school feeder programs between the high school and middle school coaching staffs, and principals. a. Make weekly visitations to the middle school campuses within the (cluster) feeder pattern to provide support and feedback regarding the athletic program. Exceptions to maintaining weekly contact should be approved by the High School
Coordinator. These weekly visits will not be required during basketball season. b. Use and provide feedback via the weekly observation reports at each of the (cluster) feeder school programs with a copy sent to the Middle School Principal, the High School Head Coach of the appropriate sport and both the H.S. and M.S. Coordinators. c. Promote vertical alignment of athletic programs and document the status of the Five Skill Expectations on the weekly observation form. d. Develop a schedule for fulfilling the duties and responsibilities to be approved by the Athletic Coordinator and collaborate with him/her regarding the middle school program on a weekly basis. e. Monitor athletic participation by conferencing with M.S. Head Coaches during weeks two, five and nine of their season and documenting the status on the weekly observation report. Refer to participation benchmarks for each sport. 36. Maintain an open line of communication with the school administration, Department of Athletics, community, staff and athletes in reference to expectations of appropriate conduct and performance in their high school and middle school athletic programs. 37. Develop effective public relations with the school, parents, athletes, and community in an effort to promote the benefits of participating in school athletics. 38. Promote all sports in the athletic program, foster school spirit and pride, participate in athletic related school functions, and assist in the supervision of the athletic activities on campus. 39. Report directly to the campus Athletic Coordinator. 40. Supervise sub-varsity games year-round as determined by Athletic Coordinator. 41. Assume responsibility for track meet assignment(s) as determined by Athletic Department and/or the Athletic Coordinator. 42. Supervise open gym/weight room during the off-season. The opening of the gym/weight room must be coordinated with the appropriate Athletic Coordinator. 43. The coach will report to work each year at a time designated by the Department of Athletics. I have read the above requirements and I understand that I am expected to fulfill all duties.
__________________________________ Teacher/Coach Signature
_____________ Date
Dallas ISD Expectations & Job Description For Middle School Coordinators Mission Statement: The mission of the Dallas ISD Department of Athletics, a partner in academics and athletics is to ensure and enhance the quality of life for the youth of our school district by providing competitive activities. These activities will produce young men and women able to enter the community and become constructive, contributing members of society. Middle School Coordinators are required to: 1. Maintain an open line of communication with the school administration, Department of Athletics, community, staff and athletes in reference to expectations of appropriate conduct and performance in their high school and middle school athletic programs. 2. Ensure that their coaching staff maintains the perspective that a quality education is of the highest priority in working with our student athletes. They must work together with parents, school staff, and athletes to avoid academic failure and discipline problems. 3. Disseminate Department of Athletics information received at monthly coordinators meetings to all appropriate coaching staff ensuring that each coach on their campus is aware of all UIL Rules and Regulations, changes, and implications. 4. Cooperate with the Department of Athletics and school in regards to submitting documents as listed in the Athletic Handbook and mandate that all policies in the Athletic Handbook be followed. 5. Follow the due process procedures established by the Dallas Independent School District in conjunction with the policies of the Department of Athletics. 6. Develop effective public relations with the school, parents, athletes, and community in an effort to promote the benefits of participating in school athletics. 7. Perform the responsibilities of their coaching assignment, and attend in-services or clinics necessary for growth of their athletic programs. 8. Understand and follows rules and regulations set forth by all governing agencies including, but not limited to: UIL, TEA, National Federation Associations, Board of Education, and the school district administration. 9. Promote all sports in the athletic program, foster school spirit and pride, participate in athletic related school functions, and assist in the supervision of the athletic activities on campus. 10. Prepare and send all paperwork or computer program necessary for the middle school athlete to compete at the high school to their feeder high school athletic coordinator. 11. Serve as a role model to their athletes, coaching staff, faculty, and community by exemplifying leadership, moral character, commitment, dedication, good sportsmanship and insisting that their coaching staff serve as role models as well. 12. Maintain a professional demeanor in all areas modeling to athletes the same behavior that they require of them in practice, competition, and throughout the school day. 13. Ensure that all programs are practicing five days a week.
14. Coordinate and supervise the storage and maintenance of the athletic equipment on their campus and facilitate the usage of campus facilities in conjunction with their counterpart coordinator. 15. Assist, evaluate, and supervise all new and present staff personnel as directed by the campus principal and Department of Athletics in an effort to maintain successful athletic programs on their campus. 16. Stay current in RCP, CPR, AED, First Aid, Safety Training and Concussion Management Training (2 hours every 2 years) and make certain that all personnel on their staff are certified by keeping copies of their certifications on file. 17. Review and document student athlete eligibility throughout the school year to help keep academic excellence both on and off the court in the forefront. 18. Perform other duties related to the athletic program, as stipulated by Dallas ISD. 19. Dress according to “Dress Code for Coaches and Athletic Trainers.” 20. Attend scheduled athletic coordinator’s meetings as assigned by the Athletic Office. 21. Organize and implement regular school staff meetings with all coaches on campus. 22. Maintain an inventory of all equipment of coaches leaving district, school etc., and collect keys as directed by the principal. 23. Oversee all programs to ensure that paperwork (squad lists, insurance forms, physicals, parent approvals and eligibility) are complete. 24. Attend middle school banquets, games and/or special events. Involve parents and community as a whole in the athletic program. 25. Develop and maintain a positive and professional relationship with the feeder high school coaches. 26. Be prepared to work along with the high school coaches in the respective sport(s). 27. Invite High School staff to social gatherings, banquets, and athletic activities sponsored by the Middle School and attends their functions as well. 28. Show total concern and involvement, (i.e. interest, supervision, discipline, academics) in all sports regardless of individual assignment. Hold regular staff meetings. 29. Follows district procedure for the purchase of equipment. 30. Follow district procedure related to student activity accounts. 31. Maintains expenditures for the assigned sport within the budget as submitted by the Athletic Department.
I have read the above requirements and I understand that I am expected to fulfill all duties.
__________________________________ Teacher/Coach Signature
_________________ Date
Dallas ISD Expectations and Job Descriptions For Middle School Head Coaches Mission Statement: The mission of the Dallas ISD Athletic Department, a partner in academics and athletics is to ensure and enhance the quality of life for the youth of our school district by providing competitive activities. These activities will produce young men and women able to enter the community and become constructive, contributing members of society. Middle School Head Coaches are required to: 1. Serve as a role model that exemplifies leadership, moral character, commitment, good sportsmanship and dedication by modeling to their athletes and coaching staff the same behavior and dress that they require of them in practice and competition. Implement the same system as high school program. 2. Attend all assigned in-service programs, clinics and staff meetings set up by the Department of Athletics, Athletic Coordinator, or Principal. 3. Teach good fundamental skills while being positive with their athletes. 4. Maximize each individual’s contribution to the team, encourage athletes to support one another in a positive manner, recognize good effort, sportsmanship, and individual achievements. 5. Maintain equipment, (storing, securing, repairing, issuing, and inventorying). Keep a complete inventory of all equipment issued to coaches. Collect keys and equipment from any coach leaving the school. 6. Inventory all equipment of coaches leaving their athletic program or school and collect their keys. 7. Keep up-to-date records (squad lists, insurance forms, physicals, season statistics, parent approvals, and eligibilities). 8. Have a systematic method of recruiting athletes and maintaining their eligibility and team membership. 9. Provide proper supervision for all team members during practice, game, and athletic events. 10. Assist in the operation of various sports activities and as assigned by the Athletic Office. 11. Set a proper example by being prompt and on time to all meetings, practices, and athletic events. 12. Encourage strong lines of communication with coordinator, principal, and Athletic Office. 13. Adhere to the Department of Athletics procedures in addressing student athlete injuries. 14. Maintains filed copies of current team rules that have been approved by the campus principal and signed by student athletes and parents. 15. Develop good work ethic among athletes by practicing five days a week at a time appropriate in length. 16. Games and practice should reflect good planning and organization. 17. Plan, manage, and supervise all practices, locker rooms, and game situations. 18. Work to build a strong sense of self-esteem in athletes by exhibiting confidence in each player and the team as a whole and use positive reinforcement to motivate athletes to reach their full potential. 19. Develop and maintain a positive and professional relationship with the feeder high school coaches. 20. Be prepared to work along with the high school coaches in the respective sport(s).
21. Invite High School staff to social gatherings, banquets, and athletic activities sponsored by the Middle School and attends their functions as well. 22. Exhibit proper leadership skills when dealing with their athletes, coaching staff, other coaches, opponents, fans, and parents. 23. Demonstrate fairness, understanding, tolerance, patience, care and concern for their student athletes. 24. Demonstrate concern and involvement in all sports regardless of individual assignments. 25. Use motivation techniques and strategies that are age appropriate and which comply with the code of ethics for teachers and coaches applicable to them, as well as, the requirements of the Department of Athletics and the Dallas Independent School District. 26. Follow district policy when purchasing equipment, keep accurate records of purchases, and follow district procedures related to student activity accounts as specified in the Athletic Handbook. 27. Communicate to team members the importance of accepting responsibility for their decisions and their own behavior on and off the playing field. 28. Encourage athletes to achieve academic success and show pride in their capabilities, abilities, and involvement in other school activities ensuring in developing the wellrounded athlete. 29. Hold regular staff meetings to that their staff is current, understands, and abides by the rules and regulations set forth by all governing agencies including, but not limited to: UIL, TEA, and Board of Education, Department of Athletics, National Federation Association and the Dallas ISD Administration. 30. Cooperate with the Department of Athletics and the school in regard to submitting documents as listed in the Athletic Handbook and mandate that all policies in the Athletic Handbook be followed. 31. Stay current in RCP, CPR, AED, First Aid, Safety Training and Concussion Management Training (2 hours every 2 years) and assure all personnel on their staff are certified by keeping copies of their certifications on file. 32. Dress according to “Dress Code for Coaches and Athletic Trainers.” 33. Perform other duties related to the athletic program, as stipulated by Dallas ISD. 34. Attend middle school banquets, games and/or special events. Involve parents and community as a whole in the respective sport. 35. Show total concern and involvement, (i.e. interest, supervision, discipline, academics) in all sports regardless of individual assignment. Attend regular staff meetings. 36. Follows district procedure for the purchase of equipment. 37. Follow district procedure related to student activity accounts. 38. Maintains expenditures for the assigned sport within the budget as submitted by the Athletic Department.
I have read the above requirements and I understand that I am expected to fulfill all duties.
__________________________________ Teacher/Coach Signature
_________________ Date
Dallas ISD Expectations & Job Description For Middle School Coordinators Mission Statement: The mission of the Dallas ISD Department of Athletics, a partner in academics and athletics is to ensure and enhance the quality of life for the youth of our school district by providing competitive activities. These activities will produce young men and women able to enter the community and become constructive, contributing members of society. Middle School Coordinators are required to: 32. Maintain an open line of communication with the school administration, Department of Athletics, community, staff and athletes in reference to expectations of appropriate conduct and performance in their high school and middle school athletic programs. 33. Ensure that their coaching staff maintains the perspective that a quality education is of the highest priority in working with our student athletes. They must work together with parents, school staff, and athletes to avoid academic failure and discipline problems. 34. Disseminate Department of Athletics information received at monthly coordinators meetings to all appropriate coaching staff ensuring that each coach on their campus is aware of all UIL Rules and Regulations, changes, and implications. 35. Cooperate with the Department of Athletics and school in regards to submitting documents as listed in the Athletic Handbook and mandate that all policies in the Athletic Handbook be followed. 36. Follow the due process procedures established by the Dallas Independent School District in conjunction with the policies of the Department of Athletics. 37. Develop effective public relations with the school, parents, athletes, and community in an effort to promote the benefits of participating in school athletics. 38. Perform the responsibilities of their coaching assignment, and attend in-services or clinics necessary for growth of their athletic programs. 39. Understand and follows rules and regulations set forth by all governing agencies including, but not limited to: UIL, TEA, National Federation Associations, Board of Education, and the school district administration. 40. Promote all sports in the athletic program, foster school spirit and pride, participate in athletic related school functions, and assist in the supervision of the athletic activities on campus. 41. Prepare and send all paperwork or computer program necessary for the middle school athlete to compete at the high school to their feeder high school athletic coordinator. 42. Serve as a role model to their athletes, coaching staff, faculty, and community by exemplifying leadership, moral character, commitment, dedication, good sportsmanship and insisting that their coaching staff serve as role models as well. 43. Maintain a professional demeanor in all areas modeling to athletes the same behavior that they require of them in practice, competition, and throughout the school day. 44. Ensure that all programs are practicing five days a week.
45. Coordinate and supervise the storage and maintenance of the athletic equipment on their campus and facilitate the usage of campus facilities in conjunction with their counterpart coordinator. 46. Assist, evaluate, and supervise all new and present staff personnel as directed by the campus principal and Department of Athletics in an effort to maintain successful athletic programs on their campus. 47. Stay current in RCP, CPR, AED, First Aid, Safety Training and Concussion Management Training (2 hours every 2 years) and make certain that all personnel on their staff are certified by keeping copies of their certifications on file. 48. Review and document student athlete eligibility throughout the school year to help keep academic excellence both on and off the court in the forefront. 49. Perform other duties related to the athletic program, as stipulated by Dallas ISD. 50. Dress according to “Dress Code for Coaches and Athletic Trainers.” 51. Attend scheduled athletic coordinator’s meetings as assigned by the Athletic Office. 52. Organize and implement regular school staff meetings with all coaches on campus. 53. Maintain an inventory of all equipment of coaches leaving district, school etc., and collect keys as directed by the principal. 54. Oversee all programs to ensure that paperwork (squad lists, insurance forms, physicals, parent approvals and eligibility) are complete. 55. Attend middle school banquets, games and/or special events. Involve parents and community as a whole in the athletic program. 56. Develop and maintain a positive and professional relationship with the feeder high school coaches. 57. Be prepared to work along with the high school coaches in the respective sport(s). 58. Invite High School staff to social gatherings, banquets, and athletic activities sponsored by the Middle School and attends their functions as well. 59. Show total concern and involvement, (i.e. interest, supervision, discipline, academics) in all sports regardless of individual assignment. Hold regular staff meetings. 60. Follows district procedure for the purchase of equipment. 61. Follow district procedure related to student activity accounts. 62. Maintains expenditures for the assigned sport within the budget as submitted by the Athletic Department.
I have read the above requirements and I understand that I am expected to fulfill all duties.
__________________________________ Teacher/Coach Signature
_________________ Date
Dallas ISD Expectations & Job Descriptions For Middle School General Assistant Coaches Mission Statement: The mission of the Dallas ISD Athletic Department, a partner in academics and athletics is to ensure and enhance the quality of life for the youth of our school district by providing competitive activities. These activities will produce young men and women able to enter the community and become constructive, contributing members of society. Middle School General Assistants are required to: 1. Serve as a role model to athletes, coaches, and faculty that exemplify leadership, moral character, commitment, good sportsmanship and dedication by modeling to athletes the same behaviors and dress that are required of them in practice and competition. 2. Assist head coach in planning and organizing the middle school athletic program, implementing the same system as the high school program and scouting for high school as assigned by the high school coordinator. 3. Develop and foster a positive relationship with the head coach, Principal, Department of Athletics, other department heads, and the community in order to solicit support for the high school athletic program. 4. Support and be loyal to the head coach in dealings with the team, media, campus administrators, or any situation that requires the assistant coach’s input or cooperation. 5. Demonstrate concern and involvement in all sports regardless of individual assignment. 6. Develop and maintain a positive and professional relationship with the feeder high school coaches. 7. Be prepared to work along with the high school coaches in the respective sport(s). 8. Visit high schools when needed and take the opportunity to use high school facilities when offered. 9. Invite the high school staff to middle school banquets, games, and/or special events and include them in any social gatherings sponsored by the middle school. 10. Maintain equipment through the supervision of the equipment storage, identification, issuance procedures, and ordering policies as delegated by the head coach. 11. Be knowledgeable of good scouting techniques, film breakdowns, and be of assistance to the head coach in the planning, organizing, and implementing of practices and game situations, both offensively and defensively. 12. Promote good weight training techniques and be able to run strength and conditioning programs as assigned by the head coach or athletic coordinator. 13. Maintain up-to-date records for the athletic programs (squad lists, insurance forms, squad size forms, end of season win-loss records, physicals, parent approvals, and eligibility lists) as directed by the head coach. 14. Supervise athletes at athletic events, practices, and games as assigned by the head coach. 15. Assist in recruiting athletes, maintaining their eligibility, and maximizing their performance through positive reinforcement, care and concern. 16. Maintain and coordinate the use of the campus facilities and shared practice facilities (gym usage, field usage, and weight room) for sports during in-season and off-season time periods as assigned by the head coach. 17. Implement strategies that develop both individual discipline and team discipline and monitor their effectiveness throughout the school year.
18. Place appropriate emphasis on the role of competitive athletics in the total development of the athlete and communicate to team members the responsibility for their decisions and their behavior both on and off the playing field. 19. Attend scheduled coaches’ meetings as assigned by the Athletic Office, athletic coordinator and head coach. 20. Abide by all University Interscholastic League, Dallas Independent School District rules and regulations, and Department of Athletics policies. 21. Stay current in RCP, CPR, AED, First Aid, Safety Training and Concussion Management Training (2 hours every 2 years) and make certain that all personnel on their staff are certified by keeping copies of their certifications on file. 22. Perform other duties related to the athletic program, as stipulated by Dallas ISD. 23. Dress according to “Dress Code for Coaches and Athletic Trainers.” 24. Attend middle school banquets, games and/or special events. Involve parents and community as a whole in the athletic program. 25. Show total concern and involvement, (i.e. interest, supervision, discipline, academics) in all sports regardless of individual assignment. Participate in regular staff meetings. 26. Follows district procedure for the purchase of equipment. 27. Follow district procedure related to student activity accounts. 28. Maintains expenditures for the assigned sport within the budget as submitted by the Athletic Department.
I have read the above requirements and I understand that I am expected to fulfill all duties.
__________________________________ Teacher/Coach Signature
_________________ Date
Department of Athletics DRESS CODE FOR COACHES AND ATHLETICS TRAINERS PRACTICE ATTIRE – ALL SPORTS Coaching attire in neutral or school colors is required. Logo on shirt and/or shorts must be your school or feeder school logo. GAME DAY – VOLLEYBALL & BASKETBALL All Levels – dress, skirt, slacks, capris, suit, collard coach’s shirt, dress shoes, boots Dressy/casual walking shorts are ONLY acceptable when playing in gyms with no AC. Jeans, blue jean shorts, t-shirts, warm-ups, flip-flops, and tennis shoes are unacceptable! GAME DAY – TENNIS, GOLF, TRACK & FIELD, SOCCER, CROSS COUNTRY, SOFTBALL, SWIMMING All Levels – dressy/casual walking shorts, windsuits, long pants, capris, collared shirt (in neutral or school colors), tennis shoes Leggings, jeans, and flip-flops are unacceptable! GAME DAY – FOOTBALL Varsity – all coaches should dress alike in long pants and collared coach’s shirts (in neutral or school colors) Subvarsity and Middle School – same as varsity, but may also include shorts GAME DAY – BASEBALL High School – baseball game uniform Middle School – baseball game uniform, but may also include shorts GAME DAY – ATHLETICS TRAINERS All Levels – dressy/casual shorts, long pants, windsuits, collared shirt (neutral or school colors), tennis shoes Jeans, blue jean shorts, t-shirts, warm-ups, flip-flops, and tennis shoes are unacceptable! ADDITIONAL INFORMATION Visible body piercing is prohibited except for ear piercing on females. Clothing that is revealing, suggestive or would cause a distraction is unacceptable. Neutral colors: grey, white, khaki, black Dry fit crew neck is allowed in place of collared shirt, but it must have a school logo.
Minimum Competition Standards for High & Middle School Athletics
Standards: Football, Volleyball, Basketball, Baseball, Softball, and Soccer: ∙ Varsity o Must compete in all games assigned ∙ Junior Varsity o Must compete in all games assigned ∙ Freshman o Must compete in all games assigned Middle School o Must compete in all A & B games/ 7th & 8th grade matches assigned, including tournaments ∙ Freshman “B” Coach / JV “ B” Coach
o The “B” team schedule must be submitted to the Athletic Department prior to the season. The “B” team must compete in at least one half of the number of games played by the varsity team and must maintain the following squad numbers the entire season. Once these numbers are sustained for an entire year, a coaching assignment will be added to the sport. § 9th VB – 12 Soccer – 60 players total program § 9th BB – 10 Baseball – 42 players total program § 9th FB 25 Softball – 42 players total program
TEAM SPORT
# of GAMES TO MEET MINIMUM STANDARD
Football
JV 10, 9th 10
Volleyball
JV 21, 9th 15
Basketball ( Boys & Girls )
JV 19, 9th 15
Soccer ( Boys & Girls )
JV 13, JV 1 / JV 2 or 9th 8
Baseball
JV 14, 9th 7
Softball
JV 14, 9th 7
Middle School “B” Coach / o T he “B” team must compete in all of the games/matches scheduled and must maintain numbers to fill a team the entire season, or coaching slots may be removed from the campus for the following year. This decision will be made by the Athletic Office based on squad size reports, win/loss records and 7th & 8th grade school population per campus.
Cross Country ● A full team consists of at least five runners. ∙ Varsity o Must have a full team entered in a minimum of six (6) meets plus the district meet. ∙ Junior Varsity o Must have a full team entered in a minimum of four (4) meets plus the district meet. ∙ Criteria for an assistant coach – 35 cross country runners in the program. ∙ Middle School ● A full team consists of at least five runners. o Must have a full team ( boys and girls ) entered in all meets assigned by the Athletic Office Team Tennis: ● A full team consists of 7 boys and 7 girls. Teams must be announced the preceding spring. ∙ o Must compete in all assigned matches plus the district tournament if offered. Spring Tennis o Must compete in five (5) tournaments plus the district tournament and enter all events. Criteria for an assistant coach – must have a JV team of 7 boys and 7 girls consistently throughout the year for Team Tennis & (8 and 8 for Spring Tennis), play in no less than 5 matches in team tennis and 4 tournaments in the spring.
Track & Field ∙ Varsity o Must have one entry in at least thirteen (13) of seventeen (17) events in six (6) meets plus the district meet. ∙ Junior Varsity o Must have one entry in at least nine (9) of seventeen (17) events in five (5) meets plus the district meet. ∙ Middle School o Must have one entry in at least nine (9) of seventeen (17) events in all meets assigned by the Athletic Office
Golf ● A full team consists of a minimum of four (4) male and four (4) female golfers. Must have a full team entered for both boys and girls and compete in six (6) tournaments plus the district meet. Swimming ● A full team consists of eight (8) male and eight (8) female swimmers. Must have a full team entered in all dual meets, two invitational meets, plus the District Meet AllCity Swim, and Region Meet, if qualified. Six (6) Meets Wrestling ● A full team consists of seven (7) female and ten (10) male wrestlers. Must compete in six (6) of 7 meets that are assigned to include AllCity and the District Meet
Accountability Sanctions ∙ If minimum standards are not met, the head coach of the specific program and team will be placed on a growth plan the following year. ∙ After the second year of standards not being met, the head coach’s assignment may be changed or the head coach may be relieved of all coaching duties. Note ∙ First year head coaches who take over a programs that did not meet the minimum standards the previous year will be exempt from these standards during their initial year in the assignment.
5 Measures of Success Campus Participation (based on percentage of total student population) Level V 30% or above Level IV 25% - 29% Level III 20% - 24% Level II 15% - 19% Level I 10% - 14% Attendance (all periods, unexcused absences only) Level V 95-100% Level IV 93-94% Level III 90-92% Level II 88-89% Level I below 88% Academic Performance (% of athletes receiving less than 70% in one or more core courses measured each 6 wks) Level V 1-3% Level IV 4-7% Level III 10-19% Level II 20-29% Level I above 29% Discipline (# of athletes involved in incidents / # of athletes in the sport) Level V less than 5% Level IV 6-13% Level III 14-22% Level II 23-29% Level I above 30%
5 Measures of Success Team Performance Level V Advance past round 2 of the playoffs Level IV District champion or advance past round 1 of the playoffs Level III win/loss record greater than 50% Level II win/loss record greater than 28% Level I win/loss record less than 28% Team Performance Level V Level IV Level III Level II Level I
Track & Field / Swimming
Meets Minimum Standards; District champion or advance in 6 Events to the Regional Finals and Qualify in one event to the State Meet Meets Minimum Standards; District champion or advance in 6 Events to the Regional Finals Meets Minimum Standards Meets Minimum Standards in at Least 3 Meets Meets minimum Standards in less than 3 meets
Team Performance
Individual Tennis / Wrestling
Level V
Meets Minimum Standards; District champion or advance 3 individuals to the Regional Finals and Qualify one Individual to the State Meet
Level IV
Meets Minimum Standards; District champion or advance 3 individuals to the Regional Finals
Level III Level II Level I
Meets Minimum Standards Meets Minimum Standards in at Least 3 Tournaments Meets minimum Standards in less than 3 Tournaments
Team Performance Cross Country / Golf Meets Minimum Standards; District champion or place 2 Athletes in the Top 25 of the Regional Meet / Tournament and Qualify one Level V Individual to the State Meet / Tournament Level IV Level III Level II Level I
Meets Minimum Standards; District champion or place 2 Athletes in the Top 25 of the Regional Meet / Tournament Meets Minimum Standards Meets Minimum Standards in at Least 3 Meets Meets minimum Standards in less than 3 Meets
DALLAS INDEPENDENT SCHOOL DISTRICT PROCEDURES FOR EVALUATING COACHES 1.
The school principal and athletic coordinator will meet at the beginning of each school year to set goals, objectives and make decisions regarding the upcoming athletic season. Program strengths and areas needing improvement, relative to the total campus program, will be discussed and identified. The principal may ask head coaches of individual sports to attend this meeting and provide team-specific information regarding staff, schedule and procedures.
2.
At the beginning of each school year, the principal or assistant principal will meet with all coaches to establish expectations for the athletic program.
3.
Athletic department staff is responsible for observing district teams in competition and campus events and providing regular feedback to principals regarding the performance of coaches and athletic programs.
4.
The Coaches Evaluation Record (CER) will be used to evaluate a coach’s performance on and off the playing field. CERs are completed when the coach has completed his/her athletic season and in accordance with district appraisal procedures. Principals may complete an evaluation record ahead of the designated appraisal period if a coach’s performance does not meet expectations as defined by the athletic department, campus administration and according to standards established in the CER. Evaluations completed prior to the end of the school year may be re-opened and revised to reflect current changes in the coach’s performance, if warranted. In this instance, the coach will receive a copy of the adjusted CER.
5.
Evaluations for athletic coordinators will be completed by the principal with input from the assistant principal and athletic department, as appropriate. Evaluations for head coaches will be completed by the principal or assistant principal with input from the athletic coordinator and athletic department, as appropriate. Evaluations for coaches will be completed by the principal or assistant principal with input from the athletic coordinator, head coach (es), and athletic department, as appropriate.
6.
Performance criteria will be rated on a 3-point scale using the following standards: Proficient, Needs Improvement and Unsatisfactory. Proficient ratings must meet an 80% or higher standard of performance for credit. A rating of Not Applicable shall be considered when any criterion does not apply.
7.
A copy of the signed CER will be given to the coach during a private conference. Copies will be sent to the Athletic Department and placed in the employee’s Human Capital Management personnel file.
8.
Recommendations for improvement shall be provided whenever a coach’s performance is rated as Needs Improvement or Unsatisfactory in any area.
9.
Ratings of Needs Improvement or Unsatisfactory must be supported with appropriate documentation. Documentation should be developed prior to the completion of the evaluation record and per cumulative data rules as defined by the Dallas Independent School District Teacher Appraisal System. Justification for ratings of Needs Improvement or Unsatisfactory must be provided in the Comments section of the CER.
10.
Principals and coaches will receive training on the appraisal instrument and appraisal process at the beginning of each school year and as changes are made. New principals and coaches will receive training as soon as practicable upon hiring.
11.
The Athletic Department is available to assist coaches and principals with the appraisal process, as needed.
12.
Coaches who disagree with their appraisal may submit a written response to the principal/assistant principal no later than ten (10) working days after receiving the CER. If submitted, responses become part of and attached to the appraisal record.
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DALLAS INDEPENDENT SCHOOL DISTRICT COACHES EVALUATION RECORD EMPLOYEE NAME POSITION/SPORT COACHED
CAMPUS DATE
P = PROFICIENT; NI = NEEDS IMPROVEMENT; U = UNACCEPTABLE; N/A = NOT APPLICABLE
I.
PROFESSIONAL AND PERSONAL RELATIONSHIP 1. Maintains open lines of communication with campus administration both verbally and in writing; regularly updates administration and athletic coordinator regarding athletic issues. 2.
Provides written lettering award requirements to team members and parents as recommended by the Athletic Department and indicated in the Athletic Resource Manual and approved by the Principal (high school only).
3.
Provides written team rules, as approved by campus principal, to team members and parents.
4.
Employs fair and consistent behavior management strategies with all student-athletes; heeds due process procedures when investigating student/team misconduct.
5.
Dresses appropriately at practices and games as recommended by the Athletic Department and indicated in the Athletic Resource Manual.
6.
Develops effective public relations with the school, parents and community.
7.
Supports student-athletes/athletic program by participating in sports related school functions.
8.
Maintains appropriate professional conduct towards players, coaches, officials, and patrons at athletic practices and games.
9.
Works cooperatively with coaches at the elementary, middle school and high school levels to develop a coordinated, comprehensive, and vertically aligned athletic program.
10.
P
NI
U
N/A
Promotes all sports in the athletic program and fosters school spirit and pride. -3-
COACHES EVALUATION RECORD 11.
Establishes and maintains open lines of communication with students and parents.
12.
Works cooperatively with coaching staff.
13.
Works cooperatively with campus administration.
14.
Works cooperatively with the Athletic Department.
Comments/Commendations:
II. COACHING PERFORMANCE P 1.
Models respect for athletes, coaches, officials and patrons during all coaching situations and athletic events.
2.
Provides responsible supervision for student-athletes.
3.
Demonstrates knowledge and expertise in his/her sport.
4.
Develops and implements effective leadership strategies that foster individual and team success.
5.
Designs flexible, well-coordinated and well-organized practice/game schedules that maximize team, staff and facility resources.
6.
Models the fundamental philosophy, skills and techniques endorsed by the Dallas ISD Athletic Department for student-athletes.
7.
Demonstrates respect and good sportsmanship on and off the playing field; establishes expectations for student-athletes and staff to do the same.
8.
Updates coaching techniques and ideas.
NI
U
N/A
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COACHES EVALUATION RECORD 9. Models effective leadership skills that promote positive attitudes and efforts among student-athletes. 10. Follows required guidelines for addressing student injuries as found in the Athletic Resource Manual, board policy and district procedures. 11. Delegates responsibility to assistant coaches while maintaining full responsibility for the program or sport (head coaches only). 12. Uses effective, appropriate motivational strategies that comply with the Educators Code of Ethics for teachers and coaches, board policy, and athletic department requirements. 13.
Places appropriate emphasis on the role of competitive athletics in the total development of the student-athlete.
14.
Communicates to student-athletes the importance of accepting responsibility for their own decisions and behavior on and off the playing field.
15.
Utilizes effective scouting methods and techniques to improve team’s performance.
16.
Achieves optimal individual and/or team performance levels that extend beyond season win-loss records.
17.
Meets or exceeds the Minimum Competition Standards as set forth by the athletic office. (ratings of NI or U require a growth plan; first year coaches exempt from standards during their initial coaching year)
Comments/Commendations:
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COACHES EVALUATION RECORD III.
RELATED COACHING RESPONSIBILITES
1.
Actively participates in campus initiatives which address academic success.
2.
Ensures all student-athletes meet eligibility requirements in accordance with UIL competition guidelines.
3.
Encourages athletes to participate in as many sports as desired.
4.
Supports student-athletes’ participation in other school related activities.
5.
Encourages and/or facilitates opportunities for athletes to further develop individual and team skills during pre and post-season periods. (high school only)
6.
Demonstrates a willingness to share athletic facilities with other school related programs.
7.
Attends in-services, athletic department/school meetings and sports clinics necessary for the growth of the athletic program and the improvement of coaching performance.
8.
Attends all meetings, practices, and athletic events at designated times.
9.
Follows requirements as described in the Athletic Resource Manual, board policy and district procedures.
10.
Understands and follows rules and regulations set forth by all governing agencies, including but not limited to: UIL, TEA, Dallas ISD Board of Trustees, the District, professional organizations and campus administration.
11.
Submits required documents as listed in the Athletic Resource Manual to the campus and Athletic Department in a timely manner.
12.
Provides a written report to campus administration and the Athletic Department regarding any critical incident as soon as practical, and no later than 24 hours after the incident, unless otherwise required by the school principal or the Athletic Department.
13.
Assumes responsibility for the proper procurement and care of athletic equipment.
P
NI
U
N/A
COACHES EVALUATION RECORD
14.
Maintains and prepares facilities and equipment for practice and competition in accordance with athletic department, board policy and district procedures.
15.
Follows district guidelines for the purchase of equipment as specified in the Athletic Resource Manual, board policy and district procedures.
16.
Follows district guidelines related to student activity accounts as specified in the Athletic Resource Manual, board policy and district procedures.
17.
Maintains expenditures for the assigned sport within the budget in accordance with board policy and district procedures. (head coaches only)
Comments/Commendations:
IV.
SUPERVISION/LEADERSHIP (The criteria in this Domain apply to Athletic Coordinators only)
1.
Serves as a liaison for the athletic department.
2.
Communicates athletic department information and philosophy via monthly and regularly scheduled coaches meetings.
3.
Works collaboratively with male/female athletic coordinators to address issues related to the campus athletic program.
4.
Develops a collaborative and vertically aligned program for campuses within their area cluster schools.
5.
Assists in the selection and hiring of new coaches.
6.
Assists in the evaluation of campus-based coaches.
7.
Supervises and coordinates campus athletic facilities.
P
NI
U
N/A
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COACHES EVALUATION RECORD
8.
Monitors and maintains up-to-date records for the assigned athletic programs.
9.
Uses 5 Measures Report Card data, to provide support guidance and direction to coaches regarding the athletic program.
Comments/Commendations:
I have read this performance review and agree with its content.
I have read this performance review and do not agree with its content.
Response will follow:
YES
NO
SIGNATURES: EMPLOYEE: ______________________________________________
DATE: _______________
CAMPUS ADMINISTRATOR: ________________________________ (Name & Title)
DATE: _______________
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COACHES EVALUATION RECORD/PERFORMANCE DESCRIPTORS I. PROFESSIONAL AND PERSONAL RELATIONSHIPS 1. Maintains open lines of communication with campus administration both verbally and in writing; regularly updates administration and athletic coordinator regarding athletic issues. PERFORMANCE DESCRIPTOR: Meets with administrators on a regular basis or as needed; shares coordinator agendas with appropriate staff; reports issues of concern to designated individual (s) in a timely manner. 2.
Provides written lettering award requirements to team members and parents as recommended by the Athletic Department and indicated in the Athletic Resource Manual and approved by the principal (high school only) PERFORMANCE DESCRIPTOR: Maintains filed copies of current team lettering requirements that have been approved by the campus principal and signed by student-athletes and parents.
3.
4.
Provides written team rules, as approved by campus principal, to team members and parents. PERFORMANCE DESCRIPTOR: Maintains filed copies of current team rules that have been approved by the campus principal and signed by student-athletes and parents. Employs fair and consistent behavior management strategies with all student-athletes; heed due process procedures when investigating student/team misconduct PERFORMANCE DESCRIPTOR: Implements a written discipline management plan that is fair, consistent, allows for due process for student-athletes, and maintains individual and team discipline in a positive manner. Teams rules should be clearly defined and include a progression of consequences from verbal/written warnings, coach/team discipline, parent notification, suspension, or, in extreme cases, removal from team. Specific rules should reference behavior consequences for: unexcused absences from school and/or games, tardiness, un-sportsmanshiplike behavior, and violating the student code of conduct. Major infractions such as felonies may result in immediate removal from the team.
5.
Dresses appropriately at practices and games as recommended by the Athletic Department and indicated in the Athletic Resource Manual. PERFORMANCE DESCRIPTOR: Exhibits sports-appropriate dress and appearance during athletic practice and game situations. Coaching attire in school colors will be worn at practice. Professional attire in game situations will be sport-specific.
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6.
Develops effective public relations with the school, parents and the community. PERFORMANCE DESCRIPTOR: Develops and maintains good public relations with colleagues, parents and community. Attends booster club meetings, reports scores and stats to newspapers, holds parent meetings at the beginning of the season, posts game results on district website. Consistent use of Social Media outlets and campus athletic website.
7.
Supports student-athletes/athletic program by participating in sports related school functions. PERFORMANCE DESCRIPTOR: Shows interest in student-athlete’s accomplishments on and off the playing field. Attends Parents’ Night, sports banquets, athletic awards ceremonies and pep rally assemblies. Prepares and send recommendation letters to colleges on behalf of future athletes.
8.
Maintains appropriate professional conduct towards players, coaches, officials, and patrons at athletic practices and games. PERFORMANCE DESCRIPTOR: Demonstrates diplomacy, tact, self-control and respect for all.
9.
Works cooperatively with coaches at the elementary, middle school and high school levels to develop a coordinated, comprehensive, and vertically aligned athletic program. PERFORMANCE DESCRIPTOR: Works with cluster coaches at every level to develop wellcoordinated, vertically aligned athletic programs by visiting area campuses, observing athletic practice and games. Coaches are expected to run the same offensive and defensive schemes/systems throughout the cluster in appropriate sports.
10. Promotes all sports in the athletic program and fosters school spirit and pride. PERFORMANCE DESCRIPTOR: Provides leadership in the development and implementation of the total campus athletic program; promotes positive staff morale, attitudes and enthusiasm. 11. Establishes and maintains open lines of communication with students and parents. PERFORMANCE DESCRIPTOR: Organizes and prepares pre-season meetings with parents to review team policies, procedures, calendar and additional information regarding the upcoming sports season. Conducts parent/coach conferences as needed. 12. Works cooperatively with coaching staff. PERFORMANCE DESCRIPTOR: Accepts and acts upon constructive criticism in a professional manner. Develops loyalty, flexibility and a spirit of cooperation among colleagues, campus administration and athletic department. 13.
Works cooperatively with campus administration. PERFORMANCE DESCRIPTOR: Accepts and acts upon constructive criticism in a professional manner. Develops loyalty, flexibility and a spirit of cooperation among colleagues, campus administration and athletic department.
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14. Works cooperatively with the Athletic Department. PERFORMANCE DESCRIPTOR: Accepts and acts upon constructive criticism in a professional manner. Develops loyalty, flexibility and a spirit of cooperation among colleagues, campus administration and athletic department.
II.COACHING PERFORMANCE 1.
Models respect for athletes, coaches, officials and patrons during all coaching situations and athletic events. PERFORMANCE DESCRIPTOR: Acts as a role model for athletes by exhibiting integrity, dependability, emotional stability and maturity. Demonstrates fairness and patience with team members. Provides constructive criticism and is generous with praise. Teaches respect for officials and their decisions. Exhibits appropriate dress code and appearance.
2. Provides responsible supervision for student-athletes. PERFORMANCE DESCRIPTOR: Provides effective team supervision on and off campus grounds before, during and after practices and games. 3.
Demonstrates knowledge and expertise in his/her sport. PERFORMANCE DESCRIPTOR: Makes good decisions during game situations, teaches fundamental skills and appropriate drills.
4. Develops and implements effective leadership strategies that foster individual and team success. PERFORMANCE DESCRIPTOR: Develops written rules and procedures for student-athletes. Motivates players to give maximum effort at all times. Coaches all players. Encourages the development of strong, positive and competitive attitudes among players. 5. Designs flexible, well-coordinated and well-organized practice/game schedules that maximize team, staff and facility resources. PERFORMANCE DESCRIPTOR: Organizes and prepares for daily practices. Organizes and develops creative game plans and weekly itineraries. Efficiently delegates responsibility to assistant coaches. Plans and executes programs to achieve short and long term goals. 6. Models the fundamental philosophy, skills and techniques endorsed by the DISD Athletic Department for student-athletes. PERFORMANCE DESCRIPTOR: Keeps current with, demonstrates knowledge of and adheres to Dallas ISD Athletic Department, board and district policies.
- 11 -
7. Demonstrates respect and good sportsmanship on and off the playing field; establishes expectations for student-athletes and staff to do the same. PERFORMANCE DESCRIPTOR: Encourages positive interactions and good sportsmanship between athletes and opponents. Enforces a “no taunting” policy and teaches/models respect for officials and their decisions.
8. Updates coaching techniques and ideas. PERFORMANCE DESCRIPTOR: Keeps abreast of and utilizes new and innovative concepts, ideas, and current technology through clinics, reading material, observation of competitors and other teams; sharing ideas with colleagues and peers. Maintains involvement in professional organizations. 9. Models effective leadership skills that promote positive attitudes and efforts among studentathletes. PERFORMANCE DESCRIPTOR: Exhibits positive attitude and enthusiasm. 10. Follows required guidelines for addressing student injuries as found in the Athletic Resource Manual, board policy and district procedures. PERFORMANCE DESCRIPTOR: Self-explanatory 11.
Delegates responsibility to assistant coaches while maintaining full responsibility for the program or sport (Head Coaches only) PERFORMANCE DESCRIPTOR: Self-explanatory
12.
Uses effective, appropriate motivational strategies that comply with the Educators Code of Ethics for teachers and coaches, board policy, and athletic department requirements. PERFORMANCE DESCRIPTOR: Provides recognition of athletes’ accomplishments. Promotes positive team morale. Motivates players to give maximum effort at all times using strategies such as pre-game and half-time pep talks.
13.
Places appropriate emphasis on the role of competitive athletics in the total development of the student-athlete. PERFORMANCE DESCRIPTOR: Involves all athletes in team concepts, promoting growth of character in student-athletes.
14.
Communicates to student-athletes the importance of accepting responsibility for their own decisions and behavior on and off the playing field. PERFORMANCE DESCRIPTOR: Maintains individual and team discipline in a fair and positive manner. Enforces team rules consistently. Notifies parents, athletic coordinator and campus administrators when extreme discipline (such as dismissal) is required.
15.
Utilizes effective scouting methods and techniques to improve team’s performance. PERFORMANCE DESCRIPTOR: Assign scouts, uses and interprets scouting reports, and incorporates the information gained into game plans. - 12 -
16.
Achieves optimal individual and/or team performance levels that extends beyond season win-loss records. PERFORMANCE DESCRIPTOR: Athletes demonstrate correct fundamental skills, have good attitudes, demonstrate team work, exhibit high levels of competitiveness, and participate in organized, consistent practices. Coaches are able to maintain and increase student-athlete participation in their sports programs.
17. Meets or exceeds the Minimum Competition Standards as set forth by the athletic office (ratings of NI or U require a growth plan; first year coaches exempt from standards during initial coaching year). PERFORMANCE DESCRIPTOR: Maintains competitive athletic teams at all levels as outlined by the Minimum Competition Standards and included in the Athletic Department Resource Manual
III. RELATED COACHING RESPONSIBILITES 1. .Actively participates in campus initiatives which address academic success. PERFORMANCE DESCRIPTOR: Shows interest in the classroom endeavors of studentathletes. Initiates study hall and tutoring sessions, supports campus efforts and initiatives, encourages student participation in Saturday School, and consistently monitors students’ academic progress. Establishes and maintains appropriate coach/student-athlete relationship. 2. Ensures all student-athletes meet eligibility requirements in accordance with UIL competition guidelines. PERFORMANCE DESCRIPTOR: Demonstrates promptness and efficiency with clerical work related to student-athlete eligibility: physicals, parent approval, insurance, transfers, end-ofseason reports, academic eligibility, equipment, inventories, etc. 3. Encourages athletes to participate in as many sports as desired. PERFORMANCE DESCRIPTOR: Facilitates complaints from parents/students regarding coaches’ pressuring athletes to participate in a particular sport. Coordinates opportunities for coaches of other sports to invite athletes to participate in their sport; allows athletes to go to offseason programs in a fair manner. 4. Supports student-athletes’ participation in other school related activities. PERFORMANCE DESCRIPTOR: Supports participation in other sports and school activities of interest to the student-athlete: band, fine arts, student council, PALS, ROTC, etc. Makes an effort to attend students’ activities, and works with other club sponsors to allow adequate practice time among shared activities.
- 13 -
5. Encourages and/or facilitates opportunities for athletes to further develop individual and team skills during pre and post-season periods (high school only). PERFORMANCE DESCRIPTOR: Opens gym and weight room during off-season, holiday and summer periods; encourages year-long, sport-specific conditioning programs. Provides information related to summer sports leagues and tournament opportunities. 6. Demonstrates a willingness to share athletic facilities with other school-related programs. PERFORMANCE DESCRIPTOR: Aids in promoting effective school and public relations by sharing athletic facilities for faculty/student athletic competitions; offers the gymnasium for large group activities; allows for community education classes, fitness and health-related activities in athletic areas, track, etc. 7. Attends in-services, athletic department/school meetings and sports clinics necessary for the growth of the athletic program and the improvement of coaching performance. PERFORMANCE DESCRIPTOR: Engages in continuous professional improvement and learning as provided by the Dallas ISD. Attends booster club meetings, reports scores and stats to newspapers, holds parent meetings at the beginning of the season, and posts game results on the district website. 8. Attends all meetings, practices, and athletic events at designated times. PERFORMANCE DESCRIPTOR: Self-explanatory 9. Follows requirements as described in the Athletic Resource Manual, board policy and district procedures. PERFORMANCE DESCRIPTOR: Self-explanatory 10. Understands and follows rules and regulations set forth by all governing agencies, including but not limited to: UIL, TEA, Dallas ISD Board of Trustees, the District, professional organizations and campus administration. PERFORMANCE DESCRIPTOR: Understands and follows all rules, regulations, and policies. Facilitates and maintains RankOneSport online system. 11. Submits required documents as listed in the Athletic Resource Manual to the campus and Athletic Department in a timely manner. PERFORMANCE DESCRIPTOR: Self-explanatory 12. Provides a written report to campus administration and the Athletic Department regarding any critical incident as soon as practical, and not later than 24 hours after the incident, unless otherwise required by the school principal or the Athletic Department. PERFORMANCE DESCRIPTOR: Critical incidents must be reported to the campus principal and athletic department within 24 hours of occurrence; emergency situations must immediately be reported by phone to the school principal. An explanation of specific critical incidents can be found in the Dallas ISD Athletic Department Resource Manual.
- 14 -
13. Assumes responsibility for the proper procurement and care of athletic equipment. PERFORMANCE DESCRIPTOR: Organizes the effective issuance and collection of athletic equipment; plans for the efficient purchasing, storage, and security of equipment. Inspects and maintains equipment to ensure student safety. Purchases, stores and secures equipment as per district, athletic department and campus guidelines. 14. Maintains and prepares facilities and equipment for practice and competition in accordance with athletic department, board policy and district procedures. PERFORMANCE DESCRIPTOR: Maintains district’s standards of game uniforms. Supervises and maintains cleanliness of weight rooms, dressing rooms, and athletic facilities.
15. Follows district guidelines for the purchase of equipment as specified in the Athletic Resource Manual, board policy and district procedures. PERFORMANCE DESCRIPTOR: Self-explanatory 16. Follows district guidelines related to student activity accounts as specified in the Athletic Resource Manual, board policy and district procedures. PERFORMANCE DESCRIPTOR: Self-explanatory 17. Maintains expenditures for the assigned sport within the budget in accordance with board policy and district procedure. (Head Coaches only). PERFORMANCE DESCRIPTOR: Self-explanatory
IV.SUPERVISION/LEADERSHIP (Athletic Coordinators Only) 1.
Serves as a liaison for the Athletic Department. PERFORMANCE DESCRIPTOR: Addresses concerns and issues with school administration, athletic office, coaches, athletes, parents, booster organizations, community, etc.
2.
Communicates athletic department information and philosophy via monthly and regularly scheduled coaches meetings. PERFORMANCE DESCRIPTOR: Provides staff agendas at monthly meetings; disseminates information received at coordinator’s meetings to athletic staff.
3.
Works collaboratively with male/female athletic coordinators to address issues related to the campus athletic program. PERFORMANCE DESCRIPTOR: Supervises staff effectively and promotes staff development. Meets regularly with coaches and promotes positive staff morale. Engages in a shared decision-making processes. Maintains consistency between male and female athletic programs.
15
4.
Develops a collaborative and vertically aligned program for campuses within their area cluster schools. PERFORMANCE DESCRIPTOR: Relays expectations to staff; monitors practices and games; provides positive feedback and constructive criticism to coaches about observed practices and games; utilizes observation and verbal counseling reports; provides guidance to improve performance; facilitates training among cluster coaches regarding standard team plays, game and sports strategies.
5.
Assists in the selection and hiring of new coaches. PERFORMANCE DESCRIPTOR: Provides input to campus administrators/athletic department regarding the selection and hiring of new coaches, including a review of resumes, job search, interviews and final selection.
6.
Assists in the evaluation of campus-based coaches. PERFORMANCE DESCRIPTOR: Assists campus administration with the evaluation of campus-based coaches including the completion of evaluation records as appropriate. Provides formal and informal input to coaches and administrators through observations of practices and competitions. Uses documentation tools to provide positive feed and constructive criticism. Performs coach/staff evaluations efficiently and in a timely manner.
7.
Supervises and coordinates campus athletic facilities. PERFORMANCE DESCRIPTOR: Ensures that campus facilities are utilized fairly by all staff and community.
8.
Monitors and maintains up-to-date records for the assigned athletic programs. PERFORMANCE DESCRIPTOR: Demonstrates effective organization and management skills. Exhibits effective oral and written communication skills. Maintains team lists, insurance forms, team size forms, end of season reports, win-loss records, physicals, parent approvals, eligibility lists and letterman procedures.
9.
Collects and inputs data each nine weeks. PERFORMANCE DESCRIPTOR: Disaggregates data and analyzes reports. Meets with head coaches regarding data. Uses data to inform decisions regarding the athletic program.
Please Note: Performance Descriptors are intended to serve as an example of performance expectations for coaches. This list is by no means exhaustive. Additional criteria may apply.
16
Fourteen Legal Duties of a Coach Several obligations or duties have been identified as absolute requirements for coaches and athletic administrators. These standards have evolved as a result of various case law proceedings and legal judgments against individuals and school districts. It is important that all coaches, including assistants and volunteers, know and understand the following duties. This summary is not all-inclusive but is generally accepted as the “Legal Duties of Coaches” by the NFHS (National Federation of High Schools) and NIAAA (National Interscholastic Athletic Administrator Association). 1. Duty to Plan – A coach must demonstrate awareness of the maturity, physical development and readiness of athletes with appropriate plans for instruction, conditioning and supervision. 2. Duty to Supervise – A coach must be physically present, provide competent instruction, structure practices that are appropriate for the age and maturity of players, prevent foreseeable injuries and respond to injury or trauma in an approved manner. This duty requires supervisors to make sure facilities are locked and that students are denied access when a competent staff member cannot be physically present to supervise. This duty may also require coaches to control reckless player behaviors. Supervision responsibility also pertains to athletic administrators who are expected to be able to supervise coaches competently. 3. Duty to Assess Athletes Readiness for Practice and Competition – Athletics administrators and coaches are required to assess the health and physical or maturational readiness skills and physical condition of athletes. A progression of skill development and conditioning improvement should be apparent from practice plans. Athletes must also be medically screened in accordance with state association regulations before participating in practice or competition. 4. Duty to Maintain Safe Playing Conditions – Coaches are considered trained professionals who possess a higher level of knowledge and skill that permits them to identify foreseeable causes of injury inherent in defective indoor and outdoor facilities or hazardous environments. 5. Duty to Provide Safe Equipment – Courts have held athletic supervisors responsible to improve unsafe environments, repair or remove defective equipment or disallow athlete access. 6. Duty to Instruct Properly – Athletic practices must be characterized by instruction that accounts for a logical sequence of fundamentals that lead to an enhanced progression of player knowledge, skill, and capability. 7. Duty to Match Athletes – Athletes should be matched with consideration for maturity skill, age, size and speed. To the degree possible, mismatches should be avoided in all categories. 8. Duty to Condition Properly – Practices must account for a progression of cardiovascular and musculoskeletal conditioning regimens that prepare athletes sequentially for more challenging practices and competitive activities.
9. Duty to Warn – Coaches are required to warn parents and athletes of unsafe practices specific to a sport and the potential for injury or death. This warning should be issued in writing and both athletes and parents should be required to provide written certification of their comprehension. 10. Duty to Ensure Athletes are Covered by Injury Insurance – Athletics administrators and coaches must screen athletes to ensure that family and/or school insurance provides basic level of medical coverage. Athletes should not be allowed to participate without injury insurance. 11. Duty to Provide Emergency Care – Coaches are expected to be able to administer standard emergency care (first aid, CPR) in response to a range of traumatic injuries. 12. Duty to Design a Proper Emergency Response Plan – Coaches must design plans to ensure an expedited response by EMS and an effective transition to the care and supervision of emergency medical personnel. 13. Duty to Provide Proper Transportation – In general, bonded, commercial carriers should be used for out of town transportation. Self or family transportation for local competition may be allowed if parents have adequate insurance coverage for team members other than their family members. (follow School District guidelines) 14. Duty to Select, Train, and Supervise Coaches – Administrators have responsibility to ensure that appropriate skill and knowledge levels exist among members of the coaching staff to ensure appropriate levels of safety and well being among athletes.
Dallas ISD – Athletic Facilities P.C. Cobb Athletic Complex
Forester Athletic Complex
Franklin Stadium
Thomas Field, Louis Field House
Forester Fields, Field House, Softball Complex
Franklin Field
Located in the Fair Park Area 1702 R.B. Cullum next to Cotton Bowl Dallas, Texas 75210
Located in Southeast Dallas 8233 Military Parkway Dallas, Texas 75227 John Richardson - Stadium Manager Ricardo Fernandez – Lead Attendant Office: 217-775-8930 Press Box: 214-775-8933
Located North of North Park Mall 10000 Hillcrest Dallas, Texas 75230 Billy Russell - Stadium Manager Rickey Davis – Lead Attendant Office: 972-925-2192 Press Box: 972-925-2196
Take I-30 to Loop 12 (Buckner) south to Military Parkway, take left, stadium on left
Take North Central Expressway (Hwy 75 North) to Walnut Hill (west) to Hillcrest (north), right on Lakehurst, stadium on left
Lester McCloudy - Stadium Manager Demetri Henderson – Lead Attendant Office: 214-755-8944 Take I-30 East (near Downtown) exit at Second Avenue, south to Cullum, take L, facility on R Basketball, Football, Soccer, Track & Field, Volleyball, Wrestling
Basketball, Football, Soccer, Softball, Track & Field, Volleyball, Wrestling
Football, Soccer
Jesse Owens Memorial Complex
Alfred J. Loos Athletic Complex
Pleasant Grove Stadium
Kincaide Stadium, Davis Field House
Couch Field, Loos Field House, Natatorium
Located Southeast of I-20 9191 South Polk Street Dallas, Texas 75232 Edmond Peters - Stadium Manager Marquis Borner – Lead Attendant Office: 972-925-2120 Press Box: 972-925-2112
Located in Northwest Dallas 3815 Spring Valley Road Addison, Texas 75001 Lester McCloudy - Stadium Manager Tim Calloway - Lead Attendant Office: 214-775-8903 Press Box: 214-775-8902
Pleasant Grove Field, Baseball Field, Natatorium
From I-35, take I-20 West, exit Polk (south), stadium on right
From I-35, Take I-635 East to Marsh Lane(north), to Spring Valley Road (east), stadium on left
Basketball, Football, Soccer, Track & Field, Volleyball, Wrestling
Basketball, Football, Soccer, Swimming, Track & Field, Volleyball, Wrestling
Located in Southeast Dallas 8228 Maddox Dallas, Texas 75217 James King - Stadium Manager Cheryl Andrews - Supervisor Office: 972-925-2132 Press Box: 972-925-2135 Take I-30 to Buckner (Loop 12) (south), pass Military Hwy., take left on Maddox, stadium on right Baseball, Football, Soccer, Swimming
Seagoville Stadium
Sprague Athletic Complex
Wilmer-Hutchins Eagle Stadium
Henry Field
Jones Field, Sprague Field House, Higgins Baseball Field, Natatorium
Wilmer-Hutchins Field
Located in Southeast Dallas County 819 Jack Street at Central Dallas, Texas 75253 Jim Kanaman - Stadium Manager Teresa Rodgers - Lead Attendant Office: 214-775-8955 Press Box: 214-775-8954 Take I-20 to US-175 Kaufman (east), exit Hall Street (left), pass the stop sign to Judy (left), immediate right on Jack Street, stadium on left Football, Soccer
Located in Southwest Dallas 3606 Boulder Drive Dallas, Texas 75223 Lawson Turner - Stadium Manager Timijuro Broussard - Lead Attendant Office: 214-775-8920 Press Box: 214-775-8925
Located in South Dallas 5520 Langdon Road Dallas, Texas 75241 Lonnie Calahan - Stadium Manager Michael Baker – Lead Attendant Office : 972-925-2186 Press Box: 972-925-2188
I-35 South to Loop 12 / Ledbetter (west), to Boulder, take right, stadium on left, behind Kimball High School
I-20 to Bonnie View (south),east on Langdon
Baseball, Basketball, Football, Soccer, Swimming, Track & Field, Volleyball, Wrestling
Football, Soccer, Track & Field
DATE OF REQUEST:____________________
THIS IS A REQUEST: _____ THIS IS A CANCELLATION: _____
ENTER TODAY’S DATE
(PLEASE CHECK ONE)
DEPARTMENT OF ATHLETICS
FACILITIES RESERVATION REQUEST / CANCELLATION REQUEST SCAN AND EMAIL COMPLETED REQUESTS TO
[email protected] OR FAX TO 972.749.2457 SCHOOL NAME:___________________________________
NAME OF REQUESTOR:___________________________________
REQUESTOR’S PHONE NUMBER:_____________________
REQUESTOR’S FAX NUMBER:_______________________________
SITE REQUESTED:_________________________________ CHECK FACILITY(IES) NEEDED (LIST ALTERNATE SITES BELOW IN ORDER OF PREFERENCE) FIELD HOUSE FOOTBALL/SOCCER FIELD SOFTBALL FIELD BASEBALL FIELD TRACK & FIELD POOL
F1_____ F2 _____ F3_____
EVENT:____________________________________________________________________________________________________ (MUST INDICATE SCRIMMAGE, GAME, OR PRACTICE AND TEAMS INVOLVED) BOYS:_______ GIRLS:_______
DATE(S) & TIME REQUESTED:_____________________________________________________ (PER MONTH…LIST DAYS OF WEEK. EX: MON. THROUGH FRI. OR TUES. & THURS. ONLY)
BEGINNING DATE:__________________________ USAGE START TIME:________________
ENDING DATE:______________________________
USAGE END TIME:___________________ GAME TIME(S):______________________
*****REQUIRED SIGNATURES FROM SCHOOL PERSONNEL***** ____________________________________________________ REQUESTOR
__________________________________________________ ATHLETICS COORDINATOR
PRINCIPAL OR ASSISTANT PRINCIPAL COMMENTS (FOR ADDITIONAL NEEDS AT SITES)
*****DO NOT WRITE BELOW THIS SECTION***** APPROVED:_________
DENIED:___________
________________________________________________
SIGNATURE OF ATHLETICS DIRECTOR Entered in Rank One By:______ Date:______
_________________________________
DATE
Rules Compliance Program (RCP) The UIL Rules Compliance Program (RCP) will be transitioning to a new system for the 2016-17 school year. The UIL Rules Compliance Program (RCP) is an annual requirement for all junior high and high school coaches. The RCP provides coaches with current and accurate information that includes UIL policy and state law requirements, participation guidelines and sport specific regulations. RCP will move from the Gateway system formerly used, into the UIL Online system. This is a completely NEW system. Previous user names and passwords to log in to take RCP will not work. Registration is a TWO STEP process and both steps must be completed before you can access the new system. In order for this transition to be successful, we have set up a self-registration process for you to complete. All coaches must self-register before taking the RCP courses. Please follow the steps below to successfully self-register as a COACH on the UIL Online System. > Click on this link to access UIL Online: www.uil-texas.net > In the left hand toolbar, click on ‘Self Register’. > Type in your ISD Name, select your ISD, and click ‘Select’. > Input all requested information and select ‘Coach’ as your Requested Level. > From the drop-down menu, select your School Name **It is important that you select 'COACH' and the correct school name. DO NOT CHOOSE NONCAMPUS ISD. > Review the information for any errors then click ‘Confirm and Continue’. To make corrections click ‘Return to Correct’. > You will receive an email stating your registration was successful and you are pending approval. > Your Athletic Director/Coordinator will then approve your registration > Once approved by a district administrator, you will receive another email with your temporary password and a link to login to the system. The FIRST step is to self-register, the SECOND step is to have your AD/Coordinator approve you and get a temporary password. Do not try to log in before you get the temporary password. Please check your SPAM/JUNK folders for the email. You can add
[email protected] to your contacts to make sure you get all emails. Please read the FAQs to help troubleshoot before contacting the UIL office:
Texas Education Code Requirements
ü #1 -‐ TEC Chapter 33.086 Certification -‐ CPR and First Aid Training 1) Districts arrange and determine who will provide the certified training per American Red Cross, American Heart Association or another organization that provides equivalent training and certification. This training may be combined course with AED certification. 2) Athletic coaches, athletic trainers, cheerleading sponsors and other head directors of UIL extra-‐curricular activities must have a current certification filed with the district. ü #2 -‐ TEC Chapter 22.902 Certification -‐ AED Training 1) Districts must make this available to district employees and volunteers. 2) Athletic coaches and sponsors, school nurses, PE teachers, marching band directors, and students that serve as an athletic trainer must have a current certification filed with the district. ü #3 -‐ TEC Chapter 33.202 Annual Requirement – Safety Training 1) Training provided by UIL within the Rules Compliance Program (RCP). 2) Athletic coaches must complete prior to contact with students. 3) Athletic coaches are required to provide and document a rehearsal of safety communication with students per sport. 4) UIL safety information must be presented to the students and be made available to the parents/guardians with this information: http://www.uiltexas.org/files/athletics/safety-‐training.ppt ü #4 -‐ TEC Chapter 38.158 Annual Requirement -‐ Concussion Training (2 hours every other year/1 hour annually) 1) Athletic coaches, athletic trainers and potential members of the Concussion Oversight Team must complete the training annually. 2) Continuing Professional Education Providers (CPE) are approved and registered with the State Board for Educator Certification (SBEC) and Texas Education Agency (TEA): http://www.tea.state.tx.us/index2.aspx?id=2147486144&menu_id=21 47483671&menu_id2=794
UIL Coach Education and Training Requirements ü #1 – C & CR 1202(j) UIL Professional Acknowledgment Form -‐ completed and on file with district
ü #2 – C&CR Section 1208(i) Annual Requirement -‐ Rules Compliance Program (RCP) 1) Training available ONLY on the UIL website -‐ www.uiltexas.org 2) Athletic coaches must complete prior to contact with students. ü #3 – C &CR 1209(k) One Time Requirement – National Federation of High Schools (NFHS): Fundamentals of Coaching 1) 6 hours course/$35 -‐ all first year coaches and any coach (or JH volunteer) who is not a full-‐time employee of the school district. 2) Available through a link on the UIL website or visit www.nfhslearn.org Print certificate to verify completion. ü #4 – C &CR 1208(y) Cheerleading Program Coach/Sponsor– Safety/Risk Minimization for Cheerleading Course 1) Must have a current certification or annual training completed prior to contact with participants. 2) Districts shall determine the organization that will provide the certification or training. Resources are available but not limited to those on the link from UIL web site. http://www.uiltexas.org/files/health/Cheerleading_Safety_FAQs.pdf ü #5 – C &CR 1208(j) Coach with Misconduct – Minimum Educational Requirement 1) Any coach ejected from a contest shall complete the NFHS Fundamentals of Coaching Course. The course is catalogued for a 6 hour course/$35. http://www.nfhslearn.com 2) Any coach ejected from a contest shall complete the NFHS Teaching and Modeling Behavior Course. The course is catalogued for a 1.5 hour course/$20. http://www.nfhslearn.com
| GENERAL GUIDELINES |
University
Interscholastic League
Booster Club Guidelines
The role of competition Participation teaches that it is a privilege and an honor to represent one’s school. Students learn to win without boasting and to lose without bitterness. Self-motivation and intellectual curiosity are essential to the best academic participants. Artistic commitment and a desire to excel are traits found in music participants. Physical training and good health habits are essential to the best athletes. Interscholastic competition is a fine way to encourage youngsters to enrich their education and expand their horizons. Leadership and citizenship experiences through school activities help prepare students for a useful and wholesome life. Plus, competition is fun! Role of the Superintendent Member schools make UIL rules and determine policies regarding penalties to schools, school district personnel and student participants. The superintendent is solely responsible for the entire UIL program. All school activities, organizations (including the booster club), events and personnel are under the jurisdiction of the superintendent. Booster clubs must recognize this authority and work within a framework prescribed by the school administration. Role of Booster Clubs Neighborhood patrons form booster clubs to help enrich the school’s participation in extracurricular activities. The fundraising role of booster clubs is particularly crucial in today’s economic climate.
Be they music, fine arts, academic or athletic, booster clubs should exist to enrich students’ involvement in extracurricular activities without endangering their eligibility.
Written Policies Booster clubs should develop and annually review policies to cover: *how to obtain administrative approval before beginning projects; *how to plan and publicize meetings; *bookkeeping and fund administration including process to obtain superintendent’s approval prior to raising or spending funds; *election of officers (suggestion: one president; one secretary; one treasurer; and three vice - presidents: one vice Updated August 2011
president to oversee fall, winter and spring sports); *taking, distributing and filing minutes; *public communication; *proper interaction with fine arts directors and academic and athletic coaches through the lines of authority as established by the school board; *a sportsmanship code governing behavior of booster club members and fans at contests, treatment of officials, guests, judges, etc.; and *plans to support the school regardless of success in competition, keeping the educational goals of competition at the forefront of all policies. Relationship with the school The superintendent or a designee who does not coach or direct a UIL contest has approval authority over booster clubs and should be invited to all meetings. All meetings should be open to the public. *Booster clubs do not have authority to direct the duties of a school district employee. The scheduling of contests, rules for participation, methods of earning letters and all other criteria dealing with inter-school programs are under the jurisdiction of the local school administration. *Minutes should be taken at each meeting and kept on file at the school. *School administration should apprise booster clubs of all school activities. *Booster clubs should apprise school administrators of all club activities. *Periodic financial statements itemizing all receipts and expenditures should be made to the general club membership and kept on file at the school.
$
| CLUB FINANCES | Fundraising | Spending | Stipends | Gifts to Coaches Money given to a school cannot be earmarked for any particular expense. Booster clubs may make recommendations, but cash or other valuable consideration must be given to the school to use at its discretion. *Fund-raising projects are subject to state law. Nonprofit or tax-exempt status may be obtained from the Internal Revenue Service. *Community-wide sales campaigns should be coordinated through the school administration to minimize simultaneous sales campaigns. *Sales campaigns should be planned carefully to insure that the projects provide dollar value for items sold, and that most of the money raised stays at home. Otherwise donations are often more rewarding than letting the major part of the Updated August 2011
money go to outside promoters. *Fund-raising activities should support the educational goals of the school and should not exploit students. Activities and projects should be investigated carefully before committing the school’s support. *Individuals who actively coach or direct a UIL activity should serve in an advisory capacity to the booster club and should not have control or signature authority over booster club funds, including petty cash or miscellaneous discretionary funds. Coaches wish-lists should have received prior approval from school administration before submission to boosters. *Coaches and directors of UIL academics, athletics and fine arts may not accept more than $500 in money, product or service from any source in recognition of or appreciation for coaching, directing or sponsoring UIL activities. The $500 limit is cumulative for a calendar year and is not specific to any one particular gift. *The district may pay a stipend, fixed at the beginning of the year, as part of the annual employment contract. The amount of the stipend can’t depend on the success of a team or individual. In other words, a coach can’t receive more money if a team or individual qualifies to region or state. *Funds are to be used to support school activities. To provide such funding for non-school activities would violate UIL rules and the public trust through which funds are earned.
| ATHLETIC BOOSTERS | Club restrictions Booster clubs cannot give anything to students, including awards. Check with school administrators before giving anything to a student, school sponsor or coach. Schools must give prior approval for any banquet or get-together given for students. All fans, not just members of the booster club, should be aware of this rule. It affects the entire community. *Unlike music and academic booster clubs, athletic booster club funds shall not be used to support athletic camps, clinics, private instruction or any activity outside of the school. *Booster groups or individuals may donate money or merchandise to the school with prior approval of the administration. These kinds of donations are often made to cover the cost of commercial transportation and to cover costs for out-of-town meals. It would be a violation for booster groups or individuals to pay for such costs directly. *Individuals should be informed of the seriousness of violating the athletic amateur rule. The penalty to a student-athlete is forfeiture of varsity
athletic eligibility in the sport for which the violation occurred for one calendar year from the date of the violation. Student athletes are prohibited from accepting valuable consideration for participation in school athletics - anything that is not given or offered to the entire student body on the same basis that it is given or offered to an athlete. Valuable consideration is defined as tangible or intangible property or service including anything that is usable, wearable, salable or consumable. Local school districts superintendents have the discretion to allow student athletes to accept, from their fellow students, small ‘goodie bags’ that contain candy, cookies or other items that have no intrinsic value and are not considered valuable consideration. *Homemade “spirit signs” made from paper and normal supplies a student purchases for school use may be placed on the students’ lockers or in their yards. Trinkets and food items cannot be attached. Yard signs made of commercial quality wood, plastic, etc. if not purchased or made by the individual player’s parent, must be returned after the season. *The school may provide meals for contests held away from the home school. If the school does not pay for meals, the individual parents need to purchase their own child’s food. Parents may purchase anything they wish for their own child but may not provide food for their child’s teammates unless approved by the school. The school may also provide supplies for games and practices and transportation for school field trips. Students should pay admission fees during school field trips. *Parties for athletes are governed by the following State Executive Committee interpretation of Section 441 of the UIL Constitution & Contest Rules.
Official Interpretation of the UIL Athletic Amateur Rule, section 441 of the UIL Constitution and Contest Rules: (a) VALUABLE CONSIDERATION SCHOOL TEAMS AND ATHLETES MAY ACCEPT: 1. Pre-Season. School athletic teams may be given preseason meals, if approved by the school. 2. Post-Season. School athletic teams may be given postseason meals if approved by the school. Banquet favors or gifts are considered valuable consideration and are subject to the Awards and Amateur Rules if they are given to a student athlete at any time. 3. Other. If approved by the school, school athletic teams and athletes may be invited to and may attend functions where free admission is offered, or where refreshments and/or meals are served. Athletes or athletic teams may be recognized at these functions, but may not accept anything, other than food items, that is not given to all other students.
(b) ADDITIONAL VALUABLE CONSIDERATION THAT SCHOOL TEAMS AND ATHLETES MAY ACCEPT Examples of additional items deemed allowable under this interpretation if approved by the school, include but are not limited to: 1. meals, snacks or snack foods during or after practices; 2. parties provided by parents or other students strictly for an athletic team Local school district superintendents continue to have the discretion to allow student athletes to accept small “goodie bags” that contain candy, cookies or other items that have no intrinsic value and are not considered valuable consideration.
| ACADEMIC BOOSTERS | The rules for athletics are different than the rules for academics and music. Athletes are restricted by the Athletic Amateur Rule, which states that athletes cannot accept money or valuable consideration for participating in a UIL sport or for allowing their names to be used in promoting a product, plan or service related to a UIL contest. Academics has no amateur rule. Journalism participants may work for a newspaper and be paid. Actors may work summer stock and be paid. Students may win calculators and software for participating in invitational math contests. UIL academic students are restricted by the Awards Rule. So, as a general practice, booster clubs should not give gifts or awards to students for their participation in UIL contests that count toward district, region or state standing. School booster clubs may raise money to purchase letter jackets, provided the funds are given to the school without designation to buy jackets for particular students and the school determines criteria for awarding the jackets. Parents may purchase jackets for their own children provided the school designates the student as being qualified to receive the jacket. Booster Clubs may raise money to provide an annual banquet for academic participants and coaches. With prior administrative approval, you may also: *Purchase equipment for programs such as computers or software for yearbook or computer science; *Organize and chaperone trips and assist with expenses for travel to academic competitions or educational trips such as journalism conventions or speech tournaments. Booster club funds may be used to provide food and refreshments for students on these trips. A purely recreational trip to Six Flags Updated August 2011
Over Texas would not meet the definition of an educational field trip and could be considered a violation of the Awards Rule; *Run tournaments, organize fund-raising efforts, recruit corporate donors, raise money for scholarships and arrange for tutors and professional trainers to work with students; *Fund academic workshop scholarships provided selection of the recipients is not based solely on their success in interscholastic competition. Selection could be based on grade point average or the student’s selection of high school courses. All students meeting the conditions for scholarship assistance should be notified and eligible for financial assistance. Funds should be monitored to ensure that they are expended for camp or workshop purposes. We wish we had more academic booster clubs, whether they cover UIL academic competition in general or specific programs such as theatre, speech/debate, journalism or math/ science. A great need exists for parental involvement and support.
| MUSIC BOOSTERS | In addition to the general procedures outlined, the following guidelines apply to Music Booster Club activities. *Some music booster clubs assist with expenses for travel to various music-related activities such as UIL contests and performances at away athletic events. Such financial support violates no UIL rules provided that it is approved and coordinated by the local school district. *Many music groups schedule educational field trips with the approval of the local school administration and under local school district policies. For such trips, specific educational components must be included such as performing for a music festival, an adjudicated contest or a concert tour. Marching performances such as the Macy’s Thanksgiving Day Parade, the Rose Bowl Parade or other similar ceremonial appearances also qualify. However, educational components need not be limited to performances. Concert attendance, visiting university/conservatory music facilities and other music related, non-performing opportunities would also be appropriate if approved by the local school district. *A recreational trip, on the other hand, would not meet the definition of an educational field trip as provided in Section 480 of the UIL Constitution and Contest Rules. Students receiving the benefits of a purely recreational trip would likely be in violation of the Awards Rule. *Booster Clubs may also fund scholarships for private Updated August 2011
lessons and summer music camps provided the selection of the recipients is not based on success in interscholastic competition. Funds for such activities should be carefully monitored to ensure that they are expended for educational rather than recreational activities. *The awarding of patches, T-shirts or other items for achievement in interscholastic competition would be subject to the UIL Awards Rule. In order to protect all music students’ eligibility, such awards should be approved and administrated by the local school district in accordance with school district policies. *Be mindful of the fact that there is no Music Amateur Rule. Therefore, limitations established in athletics intended to ensure compliance with the Athletic Amateur Rule do not apply to music programs and related activities.
What You Can Do: Parents
*Remember: The classroom comes first! *Help conduct fair and equitable competition: adhere to rules, uphold the law and respect authority. *Remember that officials are human. Respect their decisions. *Delegate authority to the school, then support its decisions. *Set standards by which you expect children to conduct themselves, and live by those standards yourself. *Be aware of capabilities and limitations of young people. Don’t have unrealistic expectations. *Allow your children to live their own lives. *Be involved in areas in which your own child is not involved, thus contributing to school unity and spirit. *Show respect to the opponents of your children. *Praise. Don’t criticize. Urge others to do the same. *Help your children and their friends develop integrity through the intensity of competitive activity.
Work with the administration
*Positive and direct communication can prevent most problems. Keep the superintendent informed of all activities. *Make sure your local administration has a copy of all club publications. *Invite administrators to all booster club meetings. *Have an officer meet with the school administration regularly. *Have a chain of command for communication with the administration. *Clear all activities through your administration.
Coaches and Fine Arts directors
*Be sure your booster club wish list has been approved by your supervisor before it goes to the booster club. *Work with your administration to determine what your club can provide. *Make your request to the club benefit as many students as possible. *Attend the booster club meetings and/or know what the club is doing. *Understand that your advisory role to the boosters is without vote. *Support other programs within your district. *Meet with parents regularly and make them aware of relevant rules. *Involve your staff with your booster club. Let the booster club know who your staff is and what duties they perform.
www.uiltexas.org
DISTRICT EXECUTIVE COMMITTEE
Athletic Handbook 2015-2016
University Interscholastic League
2
University Interscholastic League
Table of Contents Duties................................................................................................................................................................................................... 4 Open Meetings Act...........................................................................................................................................................................11 Required Procedures for Hearings................................................................................................................................................ 14 Guidelines for Changing Schools and Residence........................................................................................................................ 25 New Student Varsity Athletic Eligibility Questions................................................................................................................... 26 Previous Athletic Participation Form Flowchart......................................................................................................................... 29 Previous Athletic Participation Form............................................................................................................................................ 30 Designated School Administrator................................................................................................................................................. 33 Exception to Nineteen Year Old Rule for High School Varsity Athletic Competition .......................................................... 34 Waiver of Eligibility Rules Application Procedures.................................................................................................................... 35 UIL Rules Compliance Program (RCP)......................................................................................................................................... 36 NCAA Football Tie Breaker............................................................................................................................................................ 37 Questions and Answers...................................................................................................................................................................40 . UIL Sport Season Dates and Game/Tournament Limits........................................................................................................... 42
District Executive Committee Manual published annually by the University Interscholastic League, 1701 Manor Road, Austin, Texas, 78722.
2015-16 District Executive Committee Athletic Handbook
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The purpose of this handbook is to improve your understanding of the duties of the District Executive Committee.
Dear District Executive Committee: I cannot place enough emphasis on the importance of your role in the grass roots administration of UIL activities. Please review the following information at the beginning of the year and take this document, the Side by Side Manual, a Constitution and Contest Rules, and a manual for the sport(s) you will be considering with you to your meetings. When considering allegations or problems involving the number of contests allowed per week, it is important to remember that although UIL rules permit some sport teams to play two contests per calendar week, 19 TAC 97.113 (k) (1) only permits one contest per activity during the school week, with the exceptions as noted: 1) School districts shall adopt policies limiting extracurricular activities from the beginning of the school week through the end of the school week (excluding holidays) by scheduling no more than one contest or performance per activity per student...Exception: Tournaments and post-season competition, as well as district varsity contests postponed by weather or public disaster, may also be scheduled during the school week. 2) School districts shall adopt policies limiting extracurricular activities from the beginning of the school week through the end of the school week (excluding holidays) by limiting practice outside the school day to a maximum of eight hours per school week per activity. See explanations in the TEA/UIL Side by Side Manual. Violations of the provisions above are also considered a violation of Section 401. We appreciate your time and work in serving the student athletes within your UIL competitive district. Best wishes for a successful UIL year. Please do not hesitate to ask if you have questions.
Charles Breithaupt Executive Director
4
University Interscholastic League
Duties NOTE: A thorough review of the rules listed below, and Sections 1200 through 1209 in addition to applicable rules within the Athletic Plan for each specific activity in the UIL Constitution and Contest Rules , should be made by each District Executive Committee each school year. The district executive committee chairman will not receive playoff packets for teams. The district representatives will be able to find playoff information on the UIL website. The chair will certify representatives for team sports online at www. uiltexas.org. In individual sports, the chairman sends district results to the regional director. A district handbook will be sent to you prior to the certification date. Do not send district results to the UIL office. Section 1203:
DUTIES OF ATHLETIC DISTRICT EXECUTIVE COMMITTEE
(a) DISTRICT ORGANIZATION. Refer to Section 28 for general responsibilities. (b) PRINCIPLES. The district executive committee shall uphold the principle that high school athletics, when properly controlled, are worthwhile and educational. (c) RECRUITING. The district executive committee shall investigate efforts on the part of any school official or local fan to recruit players. Recruiting is a violation and may subject the school at fault to disqualification. Disqualification may be made by the committee after the school has been given an opportunity to be heard. A school in violation shall remain disqualified for the period of time specified. (d) SCHEDULING. The district executive committee shall arrange a schedule to determine district representatives prior to the deadline specified in the Official Calendar. (e) CERTIFICATION OF DISTRICT REPRESENTATIVES. The district executive committee shall certify in writing, eligible district representatives in all athletic activities. The committee shall certify eligible representatives without any conditions attached to this certification. In case of dispute, certification to the League office shall be in the form of a written notice naming the eligible schools and shall be signed by the majority of the district executive committee members present. (f) DISTRICT DISQUALIFICATION. All teams in a UIL district shall be disqualified in the playoffs if the district executive committee knowingly certifies a team which has used an ineligible player in any district game unless appropriate action has been taken. Disqualification shall be by the State Executive Committee only upon presentation of sufficient evidence. (g) ZONES. Districts which subdivide into zones for team sports shall determine in writing prior to the season the procedure by which they will determine district representatives. (h) TIES. The district executive committee shall determine in writing prior to the season the method to determine the district representatives in the event two or more schools are tied in win/loss percentages. If the district executive committee has not provided a procedure prior to the season, the following tie breaker procedures shall apply: (1) For Team Sports Playing A Single Round-Robin Format. (A) Two Teams Tied In Percentage. The team that defeated the other in head-to-head competition will be the highest available seed. The other team will be the lower available seed. (B) Three Teams Tied In Percentage. Step 1: If one of the teams defeated the other two, that team is the highest available seed. The other teams flip to determine the other available seeds. Step 2: If none of the three defeated the other two, flip (odd coin is the highest available seed, the other two flip again to determine the other available seeds). (C) Four Teams Tied In Percentage. Step 1: If one of the teams has defeated the other three, that team is the highest available seed. The other three teams then flip (odd coin wins the highest available seed; second flip determines the other available seeds). Step 2: If none of the four has defeated the other three, the four teams have a blind draw for the available seeds. (D) For football, if the tie involves teams that will advance into different playoff brackets (i.e., Division I, Division II), the teams shall be separated by division prior to implementing tie breaking procedures. (2) For Team Sports Playing A Double Round-Robin Format. (A) Two Teams Tied In Percentage. If one team defeated the other team both times in head to head district competition, that team will be the highest available seed. If the two teams split their head to head district games, the two teams shall play one game or match (if rules permit).
2015-16 District Executive Committee Athletic Handbook
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(B) Three Teams Tied In Percentage. Teams play a district tournament. A draws bye; B plays C and C wins; C plays A. If A wins, A is the highest available seed, C is the next available seed and B is the lowest available seed. If C wins, C is the highest available seed, A plays B to determine the other available seeds. (C) Four Teams Tied In Percentage. Teams play a district tournament. Draw for spots. A plays C; B plays D. Winners of the first games play for the highest available seed; losers of the first games play for the other available seeds. (D) More Than Four Teams Tied In Percentage. Teams play a district tournament. (3) Tournaments consisting of more than one day shall be on consecutive days at one site. The district executive committee may authorize preliminary round games to be played at additional sites, either within the independent school district where the championship game is to be held or at sites located in an independent school district which adjoins the championship site. (4) Any situation not covered in the above tie breaker criteria shall be determined by lot. Unless the district executive committee specifies otherwise prior to the season, tie games shall count as one-half game won and one-half game lost. (i) EXPENSES OF DISTRICT EXECUTIVE COMMITTEES IN ALL ATHLETIC ACTIVITIES. The district executive committee has authority to finance its expenses. It is recommended that the district activity assessment for a sport for a school shall not exceed one-half of its regular League membership fee. (1) Delinquent Assessments. The failure of a school to pay its assessment promptly after having been notified is a violation. (2) Disqualification. If a school refuses or fails to pay its assessment, it may be disqualified from participation the current and following year until the amount is paid. (3) Statement. At the close of the season the district executive committee shall furnish each participating school in the district a financial statement showing all receipts and disbursements for the season. (j) EDUCATION REQUIREMENT. Annually, at least one member of each UIL district executive committee for basketball shall complete training designed by the UIL on the policies and procedures outlined in the District Executive Committee Handbook. Section 21: RESPONSIBILITIES OF THE SUPERINTENDENT The superintendent of a member school district: (a) shall exercise direction and management of all League contests and scrimmages in which schools in the district compete, including appointing a game administrator for all home UIL varsity athletic team contests; (b) shall enforce all rules of eligibility with respect to students in schools in the school district; (c) shall be responsible for fully cooperating with persons who are appointed by the chair of the district executive committee, the chair of the State Executive Committee or the UIL Executive Director, to investigate allegations against the school, student representatives or school district personnel; (d) shall promptly report to the district executive committee any violation of the Constitution and Contest Rules by a student or participant school within the school district or other school district unless the violation has already been reported; (e) shall provide the district executive committee with full disclosure when a student’s grade, given by a teacher, is modified by an administrator in such a manner that affects UIL eligibility; (f) may determine for which schools within the school district the participation fee is paid; (g) shall submit to the school board all recommendations of employment of coaches, directors and sponsors; (h) shall complete the Professional Acknowledgment Form for all of the school district’s athletic coaches and sponsors of League academic, theatre and music activities (grades 9-12) at the beginning of their tenure in that position. These forms shall be kept on file in the superintendent’s office; (i) shall provide an annual orientation for all 9-12 grade UIL directors, sponsors, advisers and coaches regarding League rules, expectations regarding appropriate conduct during UIL contests, goals and purposes; (j) shall approve all athletic schedules; and (k) shall educate UIL student participants, coaches and other appropriate persons on UIL rules that could affect them, and monitor the school’s compliance with UIL rules. Section 28: DISTRICT EXECUTIVE COMMITTEE (a) JURISDICTION. The district executive committee shall rule on protests and reports of violations concerning eligibility and other violations of the Constitution and/or Contest Rules that occur within its district. A person who represents a school involved in a protest or a report may not participate in the committee’s decision. The district
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University Interscholastic League
(b)
(c)
(d) (e) (f) (g) (h)
(i)
executive committee has final jurisdiction in cases occurring within its district when schools are publicly reprimanded. COMPOSITION. The district executive committee is composed of the superintendents of participant schools competing in the assigned UIL playing district. The superintendent may designate administrators to represent participant schools in a multi-high school district. The superintendent may designate an administrator to represent more than one participant school and vote in turn for each school on matters brought before the committee. The superintendent may appoint an alternate to serve in the event the superintendent or the designated representative cannot attend a meeting. DISTRICT ORGANIZATION. (1) Organizational Meeting. The district executive chair shall call a UIL business meeting to organize the district. Subsequent regular and special business meetings shall be called by the chair, or by the chair upon the request of a member of the committee. (2) New District. In each new district a temporary chair shall be appointed by the UIL Executive Director. This temporary chair shall serve until the district executive committee elects a chair. (3) Temporary Chair. Until a chair for the current school year’s contest plan has been elected, the chair of the previous district executive committee or the person appointed by the UIL Executive Director shall serve as temporary chair and be authorized to call meetings of the participant schools. (4) Vice Chair. The district executive committee shall elect a vice chair to serve when the chair is not in attendance or in the event the district chair represents a participant school involved in a matter which would prevent the chair from casting a vote. (5) Vacancies. In the event a chair or vice chair has been elected by the committee and becomes for any reason unable to serve, the district executive committee shall elect another chair or vice chair. The vice chair shall serve in the capacity of acting chair until the committee elects a new chair. MEETINGS. In accordance with the provisions of the Constitution, a district executive committee may hold meetings. CONDUCT OF BUSINESS. The chair of the district executive committee shall direct the work of the committee pursuant to the UIL Constitution and Contest Rules. VOTES. Each participant school in the assigned district shall have one vote. VOTING ON BUSINESS ITEMS. In order to take binding actions on items of business, the committee must vote in accordance with the provisions of Section 23 of the Constitution. VOTING ON QUESTIONS BEFORE THE COMMITTEE. (1) Inquiry Concerning Involvement. Prior to calling for a vote, the chair of the committee shall ask each member if he or she or the participant school represented is involved in the question. (2) Determination of Involvement. Involvement in a question shall be determined on a factual, case-by-case, basis. (3) Involved Not Entitled to Vote. A member of the committee shall not be entitled to vote in a case in which he or she or the participant school represented is involved. This includes the representative from the school: (A) that is presenting a formal protest or presenting evidence and argument as an informal protest; (B) that is making a report of violation; (C) that is being charged with a violation; (D) the student in question is leaving; or (E) to which the student in question is changing. (4) Transferal of Case. If the chair determines that fewer than three members of the committee remain entitled to vote in the case, the chair may immediately transfer the record of the case to the State Executive Committee for disposition. RESPONSIBILITIES. In addition to those responsibilities found elsewhere in the UIL Constitution and Contest Rules for a district executive committee, it shall have the following responsibilities: (1) Enforcement. The district executive committee shall enforce all rules contained in the UIL Constitution and Contest Rules. This includes assessing a penalty for every rule violation. (2) Investigations. The district executive committee shall investigate the eligibility of contestants. (3) Assist Other Participant Schools. The district executive committee shall furnish, upon the request of participant schools in the district, a list of eligible players submitted by each participant school. (4) Disputes; Eligibility Questions. The district executive committee shall try to settle within the district all disputes and shall decide all questions of eligibility according to the Constitution and Contest Rules. The district executive committee may, by majority vote, request the State Executive Committee to assume original jurisdiction of disputes or eligibility questions. (5) Notification of Appeals. The district executive committee shall make appeals in writing to the chair of the State Executive Committee, through the UIL Executive Director. (6) Determination of Tie Breaker Process. The district executive committee shall determine in writing prior to a
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contest’s season the method to determine the district representatives in the event two or more schools are tied in win-loss percentages. (7) Other Required or Desirable Actions. The district executive committee shall take such other action that is reasonable, necessary or desirable, and consistent with the UIL Constitution and Contest Rules, the rules of the State Board of Education and the law. (8) A district executive committee does not have the authority to require a school to purchase equipment which is not required by rules stated in the Constitution and Contest Rules. (j) PERMISSIBLE ZONES. The district executive committee, by majority vote, may subdivide for contest purposes into geographic zones. The zones of a district shall contain an equal number of teams, or as nearly equal as possible. For example: a 16-team district shall be divided 8-8; a 14-team district shall be divided 8-6 unless by majority vote the district wants a 7-7 division. The district executive committee may not subdivide into zones for contest purposes according to the size of the schools, previous success or win-loss records. Note: This rule does not apply to One-Act Play. (k) SETTING ASIDE RULES PROHIBITED. The district executive committee does not have the authority to vote a student eligible when that student does not meet the requirements of Subchapter M of the Constitution. (l) CONSEQUENCES OF UNAUTHORIZED COMMITTEE ACTION. The State Executive Committee shall have the authority to reject for post-district competition any participant school or its representative contestant whose district executive committee is found to have failed to comply with any rule of the Constitution and Contest Rules, or order of the Waiver Review Board or State Executive Committee. Section 29: PENALTIES THE DISTRICT EXECUTIVE COMMITTEE CAN IMPOSE Subject to the provisions of all subsections below, the following constitute the penalties that may be imposed by the district executive committee following a determination of a violation of the UIL Constitution and Contest Rules. School district personnel covered by this section include athletic trainers employed by the district and all UIL contest sponsors. See Sections 50, 51 and 52 for Classification of Violations. (a) FOR STUDENT REPRESENTATIVES. The penalties that may be imposed by a district executive committee on a student representative of a participant school for violations of ethics, sportsmanship codes, eligibility rules, contest plans or reporting practices as provided for in Section 50 are: reprimand and individual suspension. (1) Reprimand. A reprimand shall be in writing and shall state the violation found, with one copy going to the school and one copy being attached to the minutes of the meeting. A reprimand may include a probationary period of up to three years, and may include any reasonable conditions, which, if not fulfilled, may result in a more stringent penalty. (2) Individual Suspension. If a district executive committee finds that a student has failed to comply with the rules it may suspend the participant student from competition, including practice, in all germane activities for up to three years. Suspension may include a probationary period of up to three years, and may include any reasonable conditions, which, if not fulfilled, may result in additional suspension. For students found to have changed schools for athletic purposes, see Section 443 (f) (3). (b) FOR PARTICIPANT SCHOOLS. The penalties that may be imposed by a district executive committee on a participant school for violations by participant school student representatives, fans, patrons or personnel, of ethics, sportsmanship codes, eligibility rules, contest plans or reporting practices are: reprimand; public reprimand; forfeiture of contest; disqualification from germane activity; and suspension recommended. (1) Reprimand. A reprimand may be oral or in writing and shall not be published in the Leaguer. A penalty stronger than reprimand to the school should be strongly considered in cases involving patron or fan misconduct. (2) Public Reprimand. A public reprimand shall be in writing, published in the Leaguer, and state the violation found. A public reprimand may include a probationary period of up to three years, and may include any reasonable conditions, which, if not fulfilled, may result in a more stringent penalty. (3) Forfeiture of Contest. (A) Minimum Penalty for Ineligible Contestant. A district executive committee shall forfeit the contest won by the individual or school, as a minimum penalty, if it finds that an individual contestant was not eligible to participate in the contest. (B) Mandatory Forfeiture for Participation of an Ineligible Student Under Court Order. If a student who is finally determined to be ineligible participates in a League contest under a temporary or other court order, the district executive committee shall forfeit the contest. (C) Violations by Personnel or Participants. The district executive committee may order contests to be forfeited prior to or after the competition for violations of rules by covered school district personnel and/ or participants if an unfair advantage was gained. (4) Disqualification. (A) Disqualification from District Honors. Disqualification from district honors shall deny the awarding
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University Interscholastic League of district championship honors and deny participation in UIL contests beyond the district level for a period of up to three years. This penalty may include a probationary period of up to three years and any reasonable conditions, which if not fulfilled, may result in an extension of the disqualification or recommendation of suspension to the State Executive Committee. The penalty of disqualification may be appealed to the State Executive Committee. (B) Mandatory Disqualification. The district executive committee shall disqualify a participant school or member from all germane activities if the participant school or school district has failed materially and knowingly to comply with the Constitution and/or Contest Rules, or if the participant school or school district has knowingly and intentionally permitted an ineligible individual to represent it in a League contest, or if the participant school or school district has competed against or participated in a tournament with a non-school team composed of one or more UIL participant high school students with remaining eligibility in that sport, in violation of Section 1208. The penalty of disqualification may be appealed to the State Executive Committee. (5) Suspension Recommended. (A) Competing Against a Suspended School. If a district executive committee finds that a participant school has knowingly competed with a suspended school in a germane contest or scrimmage, it shall submit to the State Executive Committee its findings and recommend that the participant school be suspended. (B) Other Offenses. If in the opinion of the district executive committee the offense is of sufficient gravity to warrant suspension in the germane activity, the committee shall make such recommendation and transmit its findings to the State Executive Committee. The State Executive Committee shall determine whether or not the offending school shall be suspended. (c) FOR SCHOOL DISTRICT PERSONNEL. The only penalty that may be imposed by the district executive committee on school district personnel is reprimand. Following a protest or report of violation as provided for under Section 51, the committee may issue a reprimand to a covered school district employee if it finds that the employee violated the Constitution and Contest Rules. The deliberations of the committee while in executive session need to remain private; however, minutes shall be taken. A reprimand should remain private at all times and committee members shall refrain from discussing the executive session with anyone unless it is appealed to the State Executive Committee. If a reprimand is appealed to the State Executive Committee, the district executive committee shall provide the State Executive Committee a complete record of the minutes of the meeting and/or executive session wherein the decision was made. If the committee decides that a public reprimand or suspension should be considered, the committee shall transfer the protest or report of violation to the State Executive Committee for disposition.
Reports from the District Committee to the UIL The DEC should submit reoprts to the UIL concerning the following: • Forfeitures • Suspensions • Disqualifications • Penalties Section 30: SPRING MEET REGIONAL EXECUTIVE COMMITTEE The spring meet regional executive committee shall decide questions of qualification and entry and clerical disputes arising at a regional spring meet. See Section 903. The State Executive Committee shall decide questions of eligibility or violation of the Spring Meet Code arising at a regional spring meet. Section 1204: OFFICIALS (u) NO PROTESTS. A protest based on a game or contest official’s decision will not be considered. (The district executive committee does not have the authority to “replay” a game/contest because of an obvious error or omission by a game or contest official.) Section 304: OFFICIAL INTERPRETATION OF RULES (a) APPLICATION TO STATE EXECUTIVE COMMITTEE. Anyone may request the State Executive Committee to issue an Official Interpretation of a UIL rule.
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(b) BINDING EFFECT OF OFFICIAL INTERPRETATION. The Official Interpretation of any of these rules by the State Executive Committee shall be the final, authoritative explanation of the rules so interpreted; no other interpretation by any person is binding on the UIL. (c) RELIANCE ON OTHER INTERPRETATIONS. Anyone relying on an interpretation other than the State Executive Committee’s, except as provided for under Section 305, below, regarding official UIL staff interpretations, risks the consequences, including the imposition of penalties. (d) CONTENTS. The State Executive Committee in determining its Official Interpretations of the rules of the UIL shall state clearly and concisely: (1) the language of the interpretation; and (2) any consequent instructions to the Executive Director for subsequent execution or administration of actions on the Committee’s behalf including the publication of brief summaries of the Official Interpretations in the Leaguer and in the UIL Constitution and Contest Rules.
Section 27: PENALTIES THE STATE EXECUTIVE COMMITTEE CAN IMPOSE Subject to the provisions of all subsections below, the following constitute the penalties that may be imposed by the State Executive Committee following a determination of a violation of the UIL Constitution and Contest Rules. School district personnel covered by this section include athletic trainers employed by the district and all UIL contest sponsors. See Sections 50, 51 and 52 for classification of violations. (a) FOR STUDENT REPRESENTATIVES. The penalties that may be imposed by the State Executive Committee on a student representative of a participant school for violation of ethics, sportsmanship codes, eligibility rules, contest plans or reporting practices are: public reprimand and individual suspension. (1) Public Reprimand. A public reprimand shall be in writing and shall state the violation found. A public reprimand may include a probationary period of up to three years, and may include any reasonable conditions, which, if not fulfilled, may result in a more stringent penalty. (2) Individual Suspension. If the State Executive Committee finds that a student has failed to comply with the rules it may suspend the participant student from competition, including practices, in all germane activities for one day to three years. Suspension may include a probationary period of up to three years, and may include any reasonable conditions, which, if not fulfilled, may result in additional suspension. (b) FOR PARTICIPANT SCHOOLS AND UIL MEMBERS. The penalties that may be imposed by the State Executive Committee on a participant school or UIL member for violations of the Constitution or violations by participant school student representatives, patrons, personnel or fans of ethics, sportsmanship codes, eligibility rules, contest plans or reporting practices are: reprimand; public reprimand; forfeiture of contest; disqualification from germane activity; and suspension. (1) Reprimand. A reprimand may be oral or in writing and shall not be published in the Leaguer. A penalty stronger than reprimand to the school should be strongly considered in cases involving patron or fan misconduct. (2) Public Reprimand. A public reprimand shall be in writing, published in the Leaguer, and state the violation found. A public reprimand may include a probationary period of up to three years, and may include any reasonable conditions, which, if not fulfilled, may result in a more stringent penalty. (3) Forfeiture of Contest. The State Executive Committee may order contests to be forfeited prior to or after the competition for violations of rules by covered school district personnel and/or participants if an unfair advantage was gained. The State Executive Committee shall forfeit the contests(s) won by the individual or school, as a minimum penalty, if it finds that an individual contestant was not eligible to participate in the contest. Exception: When a student who has participated in contests that count on League standing is found to be ineligible, and the school has properly verified eligibility based on the facts available, has exercised sufficient diligence in determining actual conditions and facts, and the district executive committee has previously ruled the student eligible, the State Executive Committee may find the student in question ineligible from the date of the hearing, and thus not require the participant school to forfeit contests. (4) Disqualification. (A) Disqualification from District Honors. Disqualification from district honors shall deny the awarding of district championship honors and deny participation in UIL contests beyond the district level for a period of up to three years. Disqualification from district honors may include a probationary period of up to three years, and may include any reasonable conditions, which, if not fulfilled, may result in an extension of the disqualification or a more stringent penalty. (B) Mandatory Disqualification. The State Executive Committee shall disqualify a participant school or member from all germane activities if the participant school or school district has failed materially and knowingly to comply with the Constitution and Contest Rules, or if the participant school or school district
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has knowingly and intentionally permitted an ineligible individual to represent it in a UIL contest, or if the participant school or school district has competed against or participated in a tournament with a nonschool team composed of one or more UIL participant high school students with remaining eligibility in that sport, in violation of Section 1208. In addition, a more stringent penalty may be assessed. (C) Disqualified Team Does Not Have to Be Replaced. The State Executive Committee has the option not to replace a team that is disqualified from the playoffs at or near the certification date for district representatives. (5) Suspension. (A) Terms of Suspension. Suspension shall deny participation in specified UIL activities for a period of one to three years. Suspension may include a probationary period of one to three years, and may include any reasonable conditions, which, if not fulfilled, may result in additional suspension. (B) Effect of Decision. A suspended school may not play or scrimmage a UIL participant school at the varsity or subvarsity level in grades nine through twelve in the activity from which it was suspended. A contract for a germane competition by the suspended school with a member school district or one of its member schools shall be null and void. (C) Mandatory Suspension for Failure to Reimburse Legal Fees. The State Executive Committee shall suspend from participation in all UIL activities a member school district and/or participant school which, after receiving written notice, fails to reimburse the UIL within ninety days for all legal expenses incurred in defending a frivolous lawsuit. (c) FOR SCHOOL DISTRICT PERSONNEL. The penalties that may be imposed by the State Executive Committee on school district personnel found to have caused violations of ethics, sportsmanship codes, eligibility rules, contest plans or reporting practices are: reprimand, public reprimand or suspension from participation in UIL activities. (1) Covered Personnel. School district personnel covered by this section include athletic trainers employed by the district and all UIL contest sponsors. (2) Reprimand. Following a protest or report of violation the State Executive Committee may issue a reprimand to a covered school district employee if it finds the employee violated the UIL Constitution and Contest Rules. (3) Public Reprimand. The State Executive Committee may issue an order of public reprimand to a covered school district employee it finds to have caused violations of ethics, sportsmanship codes, eligibility rules, contest plans or reporting practices. A public reprimand may include a probationary period of one to three years, and may include any reasonable questions, which, if not fulfilled, may result in a subsequent order of suspension. (4) Suspension. The State Executive Committee may issue an order of suspension to a covered school district employee suspending the employee from participating in any germane contest plan for a period of one day to three years. Suspension shall include refraining from coaching at least one contest. It may include suspension from other activities, such as attending the germane contest, scouting, practicing with the athlete(s), or any other reasonable condition the State Executive Committee chooses to impose. (5) Penalty Criteria. In determining penalties to be imposed under this section, the State Executive Committee shall give due consideration to the intentions of the employee at the time of the violation as well as at the time of the hearing; the severity of the violations; the benefits gained and the detriments incurred, both to the contestants involved and to the UIL as a whole; the penalties imposed under similar circumstances; and the relative seriousness with which the UIL members consider the violations. (6) Decision. The State Executive Committee’s decision to impose a penalty shall be purposeful, reasonable, based upon facts made evident at the hearing, and made after due deliberation; and, therefore, shall not be valid if beyond its jurisdiction, if arbitrary, if not based upon the evidence, or if capricious. (7) Previous Suspension. The State Executive Committee shall forfeit any contest won by an individual or school if it finds a school district employee previously suspended participated on behalf of the individual or school in the contest plan while prohibited from doing so under order of the State Executive Committee, or by Section 1208. (8) Classification of Violations. Violations in Classes A and B and any deliberate violation of rules otherwise classified are more serious than those in the other classes. (d) FOR UIL CONTEST DISTRICTS. (1) If the State Executive Committee decides that a district executive committee or a music region executive committee interpreted and applied the Constitution and/or Contest Rules knowing that the interpretation or application was material and erroneous, the State Executive Committee may disqualify the district or the music region in the germane activity. (2) The State Executive Committee has the option not to replace a competitive group that is disqualified from the playoff structure at or near the certification date for district representatives.
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Open Meetings Act The Open Meetings Act applies to all meetings of UIL committees at the state and district level. All UIL committees are required to follow proper posting and other requirements of the Open Meetings Act. Information regarding the Texas Open Meetings Act is available on the Texas Attorney Generals website located at: www. oag.state.tx.us Frequently Asked Questions Relating to the Open Meetings Act: What is the Open Meetings Act? The Open Meetings Act, codified at chapter 551 of the Government Code, provides that meetings of governmental bodies must be open to the public except for expressly authorized executive sessions. The Act also provides that the public must be given notice of the time, place, and subject matter of meetings of governmental bodies. See Text of Open Meetings Act: http://www.oag.state.tx.us/AG_Publications/txts/openmeetings99.shtml What is a quorum and what is its significance? The Open Meetings Act defines a “quorum” as a majority of the governing body unless otherwise defined by applicable law, rule, or charter. A quorum of a governmental body’s members must be present in order for the governmental body to exercise the authority delegated to it. Under some circumstances, less than a quorum of a governmental body may be subject to the Open Meetings Act. See Esperanza Peace and Justice Center v. City of San Antonio, 316 F. Supp.2d 433 (W.D. Tex. 2001) (“walking quorum”). See Willmann v. City of San Antonio, 123 S.W.3d 469 (Tex. App.-San Antonio 2003, pet. denied) (subcommittee of city council). Who may attend an executive session? Only the members of a governmental body have a right to attend an executive session, except that the governmental body’s attorney must be present when it meets under section 551.071. Thus, a commissioners court may exclude the county clerk from an executive sessions because the county clerk is not a member of the court. See Tex. Att’y Gen. Op. No. JM-6 (1983). A governmental body has discretion to include in an executive session officers and employees of the governmental body whose participation is necessary to the matter under consideration. Thus, a school board may require its superintendent of schools to attend all executive sessions of the board without violating the act. See Tex. Att’y Gen. Op. No. JC-0375 (2001). A commissioners court may include the county auditor in a meeting closed under section 551.071 to consult with its attorney if the court determines that (1) the auditor’s interests are not adverse to the county’s; (2) the auditor’s presence is necessary for the court to communicate with its attorney; and (3) the county auditor’s presence will not waive the attorney-client privilege. If the meeting is closed under an executive session provision other than section 551.071, the commissioners court may include the county auditor if the auditor’s interests are not adverse to the county and his participation is necessary to the discussion. See Tex. Att’y Gen. Op. No. JC-0506 (2002) at 6. See Tex. Att’y Gen. Op. No. JM-238 (1984). Section 551.072 of the Government Code allows a governmental body to deliberate the purchase of real estate in an executive session if open deliberation will have a detrimental effect on its negotiating position with a third party. It is improper to allow a third party access to a governmental body’s deliberations under 551.072, but the city manager could advise the city council in an executive session of his negotiations with a third party. See Finlan v. City of Dallas, 888 F.Supp. 779 (N.D. Tex. 1995).
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The attorney-client privilege permits the six members of a school board who have been sued by another board member to exclude the plaintiff board member from their executive session meetings held to consult with the board’s attorney about this lawsuit. See Tex. Att’y Gen. Op. No. JM-1004 (1989). Do public officers and employees have the right to require the governmental body to conduct deliberations about them in executive session when the governmental body is conducting such a discussion in an open meeting? No. Although an employee who is the subject of personnel deliberations under section 551.074 has a right to an open hearing, he has no right to insist upon a closed hearing. See Tex. Att’y Gen. Op. No. JM-1191 (1990). May a governmental body, with its attorney, meet in executive session under 551.071 with an opposing party to discuss certain legal issues in an effort to avoid litigation? No. Section 551.071 does not permit an executive session held to discuss potential litigation with the opposing party. See Tex Att’y Gen. Op. No. JM-238 (1984); See Tex. Att’y Gen. Op. No. MW-417 (1981). May a governmental body convene into executive session to discuss the appointment of individuals to an advisory committee? No. A governmental body may not meet in executive session to discuss the appointment of members to an advisory committee because members of an advisory committee are not public officers. See Tex. Att’y Gen. Op. No. DM-149 (1992). See also Tex. Att’y Gen. Op. No. LO-94-63. But see Gov’t Code § 551.0745 (executive session for county commissioners court to appoint members of advisory body). May a governmental body meet in executive session to discuss information that is exempt from disclosure under one of the exceptions of the Public Information Act or that is confidential by law? Closed meetings, other than those authorized by certain provisions in the Open Meetings Act permitting a closed session, may be held only where specifically authorized by law. The exceptions from disclosure in the Public Information Act do not create implied exceptions to the Open Meetings Act. See Finlan v. City of Dallas, 888 F.Supp. 779, 782 (N.D. Tex. 1995). See Tex. Att’y Gen. Op. Nos. GA-0019 (2003); DM-284 (1994) at 16; JM-595 (1986); MW-578 (1982). How detailed should a certified agenda be? The “certified agenda” of an executive session must contain at least a brief summary of every specific subject actually discussed, not just those originally intended for discussion. It need not contain a detailed summary or paraphrase of each question or idea presented on the general subject of the executive session. Enough detail should be included to enable a district judge to determine whether the Act has been violated. See Tex. Att’y Gen. Op. No. JM-840 at 7 (1988). If a governmental body is unable to discuss all items posted on their notice (agenda) due to time constraints, may it recess the meeting until the next day without having to post another notice? A meeting may be continued to the following day without posting a new notice. If a meeting is continued to any day other than the one immediately following, the governmental body must post a new notice. See Rivera v. City of Laredo, 948 S.W.2d 787 (Tex. App. --San Antonio 1997, writ denied). See Tex. Att’y Gen. Op. JC-0308 (1998); Tex. Att’y Gen. Op. JC-0285 (2000); Tex. Att’y Gen. Op. H-1000 (1977). May a member of a governmental body make statements to members of the press regarding subjects that were discussed in an executive session?
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The Open Meetings Act does not prohibit members of a governmental body or other persons in attendance at an executive session from making public statements about the subject matter of that session. However, there may be privacy laws or policy concerns which may prevent such persons from divulging the deliberations of a closed session. See Tex. Att’y Gen. Op. No. JM-1071 (1989). May a member of a governmental body vote by proxy? No. A common law rule prevents a member of a governmental body from submitting a written vote without attending the meeting of the body. See Tex. Att’y Gen. Op. No. LO94-28 (1994). Is a governmental body required to let citizens speak at their meetings? No. The purpose of the Open Meetings Act is to ensure the public’s access to meetings of governmental bodies so that they have the opportunity to be informed concerning the transactions of public business. It does not provide a public forum for every citizen wishing to express an opinion on a matter. However, if the governmental body decides to allow citizens to speak up, it must not unfairly discriminate, but may establish reasonable restraints on the number, length, and frequency of presentations. See Tex. Att’y Gen. Op. No. H-188 (1973). See also Charlestown Homeowner’s Ass’n v. La Coke, 507 S.W.2d 876, 883 (Tex. App.--Dallas 1994, writ ref’d n.r.e.). See also Tex. Att’y Gen. Op. No. JC-0169 (2000) (notice for public comment sessions). Who enforces the criminal provisions of the act? District courts have jurisdiction over criminal violations of the Act as misdemeanors involving official misconduct. Thus, complaints should be presented to the district attorney or criminal district attorney. The Office of the Attorney General has no independent enforcement authority, but local prosecutors may request assistance from the Attorney General in prosecuting criminal cases, including those arising under the Open Meetings Act. See Tovar v. State, 978 S.W.2d 584 (Tex. Crim. App. 1998). What kind of notice of meetings does the Open Meetings Act require? There are many questions about the adequacy of notice and no short answer to them. These questions need to be addressed individually in the context of the relevant facts, so we usually cannot do more than state the test for adequacy of notice and possibly mention some of the cases that have applied the test. See 2005 Open Meetings Act Handbook at http://www.oag.state.tx.us/index.shtml Section 551.041 of the Government Code provides that “[a] governmental body shall give written notice of the date, hour, place, and subject of each meeting held by the governmental body.” Most of the questions about notice concern the adequacy of the subject. The notice must identify the subjects of all deliberations, including those that may take place in executive session. The notice must be sufficient to inform the general public of the subjects to be considered, and if a subject is of particular interest to the community, more specificity may be required. Many governmental bodies post the agenda of the meeting with the notice or as the notice, so many people use the terms “notice” and “agenda” interchangeably to refer to the posted document.
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Required Procedures for Hearings DISTRICT EXECUTIVE COMMITTEE HEARING PROCESS The following guidelines apply to a DEC hearing regarding an alleged violation of UIL Constitution and Contest Rules (C&CR). In case of any conflict, state law and League rules control over these guidelines. These are guidelines are general and not meant as a substitutes for legal advice on a specific issue. Agenda and Open Meetings 1. Prior to any meeting, a district executive committee should post an agenda that complies with the Texas Open Meetings Act (Chapter 551, Tex. Gov’t. Code) (the Act). The notice must be posted at least 72 hours before the scheduled meeting. The agenda should be posted at the physical location of the meeting and, for each school in the district, posted in the same location where a school’s board would post an agenda.1 The agenda must contain the date, hour, place and subject of each meeting. While the amount of detail required in an agenda may vary depending on the facts, the subject of the posted notice (the agenda items) has to be sufficient to alert the public, in general terms, of the subjects that will be considered at the meeting. Broad terms such as “old business” or “litigation matters” by themselves are usually not sufficient. Generally speaking, the more important a matter is to the community, the more specific the posted notice must be. A template for DEC agendas is attached. See DEC Agenda template below The DEC Agenda template, however, is merely a tool and cannot account for the particular facts of each meeting and the exact language that should be used in a posted agenda. The Hearing1. Complaints or protests to a district executive committee that make allegations that UIL rules have been violated by schools or persons within the committee’s jurisdiction can be received from a school that is self-reporting, a participant school or an individual as set forth in Sections 53, 54 and 55 of the C&CR. 2. As a general rule, before proceeding with an investigation into an allegation or protest, it should be determined as a threshold matter whether the allegation or protest made actually raises a possible violation. 3. A member school district and its school shall respond to a request for records from a district executive committee with jurisdiction over the matter in question. Schools should make every reasonable attempt to cooperate with any district executive committee inquiry. A hearing should only be held in cases where an initial investigation raises facts that if true would be a violation of the Constitution and/or Contest Rules.
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Section 551.051 of the Tex. Gov’t. Code (the Act) states “A school district shall post notice of each meeting on a bulletin board at a place convenient to the public in the central administration office in the district.” Section 551.056 of the Act requires school districts, among other entities, to post notice on their internet websites. DEC’s are not school districts, however, because current Open Meeting Law does not specifically account for DEC meetings, tracking what school districts do and applying those requirements of the Open Meetings Act to the DEC meeting context suggest that this is the best approach until a more specific statute is enacted.
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4. When conducting a hearing concerning allegations against schools, school employees or students that League rules have been violated, a district executive committee should: (a) Timely post a proper agenda that gives the public notice of the hearing; (b) At least five-business days before the hearing, the DEC should provide notice of the hearing to the student, school employee or representative of a school alleged to be in violation of UIL rules. In cases in which students are alleged to be in violation notice should be sent to the student and his or her parent(s) at the current address that the school the student attends has on file. In cases where a school employee or the school itself is alleged to be in violation, the notice should be sent to school personnel or a school representative at the current address of the school. The notice should include – 1) Time, date and location of the hearing and the DEC chair’s contact information; 2) The alleged rule violation that will be considered; 3) A copy of any documents or other evidence that the DEC may consider at the hearing, including any relevant Prior Athletic Participation Forms (PAPF’s); 4) A list of persons who, to the best of the DEC chair’s knowledge, are expected to testify at the hearing. 5) Absent sufficient evidence to the contrary, notice to a student is deemed received if sent via US mail or by private carrier to the last address on file for the student’s parent(s) at the school attended by the student in question. Notice may be sent by email to a school or school personnel using a school email address. Notice to a student and parent(s) may be sent by email if the school the student currently attends has a policy that provides for notices to be sent to students and/or parents by email in lieu of regular mail. See Notice of Hearing Template, below. (c) If the student or parent is unable to attend the hearing, notice must be provided to the DEC chair as soon the conflict is known. The DEC chair may reschedule the hearing for good cause shown. However, in eligibility cases where the student and parents are, after being given notice, unable to attend a hearing as originally scheduled, a student may not participate in varsity competition until a DEC hearing is held and a decision reached. Postponed hearings shall be reset as soon as practical. (d) Minutes or a recording must be made of all DEC meetings. If minutes are taken, they must include the subject of any deliberation and indicate every action taken. (e) Generally speaking, absent specific authorization under the Open Meetings Act, a DEC should not go into a “closed” or “executive” session when conducting a hearing or any other DEC business. Students and parents should be allowed to hear all deliberations and discussion by the DEC regarding their case. The simple fact that someone is uncomfortable with the topic being discussed is not grounds for going into closed session. (f) All votes by the DEC must be taken and recorded in an open session. Each participant or member school in a district has one vote. Committee members may not vote or participate in the hearing, except as witnesses, in cases where their school (or a school representative) is involved by: 1) presenting a formal protest or evidence or argument of an informal protest; 2) making a report of a violation; 3) being charged with a violation; 4) being the school that the student in question is leaving or is moving to.
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(g) Students and their parents, school employees and representatives of schools that are the subject of a DEC hearing must be allowed an opportunity to tell their side of the story by giving testimony, providing documents or other types of evidence and calling other witnesses who have knowledge of relevant facts. (h) Parties appearing before a DEC may represent themselves or be represented by legal counsel if they desire. However, an attorney’s role is limited to advising their client(s), opening and closing statements on behalf of clients, requesting that the committee pose certain questions to witnesses and summarizing his or her client’s position. (i) While formal rules of evidence and procedure do not apply, a DEC Chair may limit or expand the time of the hearing and otherwise manage the hearing, including limiting repetitive or irrelevant testimony and other extraneous evidence, for purposes of efficiency and fairness. (j) A district executive committee shall take testimony from witnesses as provided for in these guidelines in a question and answer format between committee members and witnesses and review any documents or other tangible evidence presented to it. Each party shall have the opportunity to make opening statements and the party in question shall also be given the opportunity to make a closing statement. No witness shall be cross-examined by another party or person representing another party. (k) The order of presentation of witnesses and documentary evidence in a hearing shall generally be as follows: 1) Student and parents or school employee or representative(s) of school alleged to be in violation of rules (party in question); 2) In student eligibility cases involving a change of schools, as determined by the Chair, the representatives of the “sending” school (the school the student left) followed by representative of the “receiving” school (the school the student now attends/wishes to represent.) 3) Any other persons with knowledge of relevant facts. 4) The panel Chair may change the order of appearance for purposes of efficiency and fairness. (l) The process set out in these rules does not create a property interest or any other legal interest or rights that a person or organization does not have under law absent this process. (m) Except as provided otherwise by law, failure by a DEC to follow a particular procedure as set out herein, does not automatically nullify the DEC’s decision. However, unless the DEC has final jurisdiction on a matter, such errors may be raised as part of an appeal made to the State Executive Committee. (n) After announcing its decision on a case that may be appealed to the State Executive Committee, a district executive committee chair shall inform the parties, student and parents or school employees or any involved schools, that the case maybe appealed
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to the State Executive Committee and provide the parties the physical and email address of the University Interscholastic League (UIL) Director of Compliance.
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(Template for) AGENDA District (#) – (conference) District Executive Committee (day), (date) (address of meeting location), (city), Texas The District (#)-(conference) District Executive Committee of the University Interscholastic League will meet on (day), (date), at (physical address) in (city), Texas, beginning and continuing at the times indicated below, according to the following agenda, unless otherwise announced by the Chair of the Committee. BUSINESS MEETING (A-H)
Time Agenda Item 9:00 am A. Quorum Determination B. Adoption of Meeting Rules C. Adoption of Agenda D. Approval of Minutes of Previous Meeting
Individual Responsible Chair
HEARINGS (AA-DD)
(Note - student’s name does not appear on the agenda. List hearings as needed.) 9:05 am AA.
Bugtusle High School: Decision Regarding Eligibility of Student Athlete, Alleged Violation of Section 443, Changing Schools for Athletic Reasons.
9:50 am BB.
Southern Most High School: Decision Regarding Coach, Alleged Violation of Section 1201 (a) (6), Practicing Out of Season, Coach John Doe.
10:35 am CC.
Wales High School: Decision Regarding Eligibility of a Student, Alleged Violation of Section 440 (b), Residence Rule.
(insert time for lunch break if needed) BUSINESS MEETING (Continued, E-G)
Time Agenda Item Individual Responsible 12:05 pm E. New Business (if any new business will be discussed more specifics will be needed) Chair 12:10 pm F. Announcements 12:15 pm G. Adjourn Meetings of the District (#)-(Conf.) District Executive Committee are open to the public except for any closed (executive) session held in compliance with Texas Open Meetings Act. Persons interested in a District Executive Committee hearing and desiring communication with the District Executive Committee or any special accommodations should contact, (name of DEC chair), the Chair of the District Executive Committee, at (insert contact info. of chair) during regular business hours at least two working days prior to the meeting.
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TEMPLATE Notice of Hearing District (#)–(Conf.) District Executive Committee (Date – no less than 5 business days before the hearing) (Name of student/school employee/school supt.) (Address) The District (#)-(Conf.) District Executive Committee will hold a hearing on (day, date, time and location) to consider allegations regarding the following: (Insert General Topic of the alleged violation) (Example) Violation of eligibility rules for varsity athletics. (Brief description of the allegations) (Example) A hearing will be held on the dates and times listed above to consider allegations that you are in violation of (relevant section and if need be, subsection) Section 400 (g), Student’s Eligibility for All UIL Contests (name of section), of the UIL Constitution and Contest Rules. It has been alleged that you enrolled in ninth grade more than four years ago. (Or – another example) (Insert general topic of the alleged violation) (Example) Engaging in recruiting of a student from another school. (Brief description of the allegations) (Example) A hearing will be held on the dates and times listed above to consider allegations that you are in violation of Section 1201, (a)(7), Athletic Codes, of the UIL Constitution and Contest Rules. It has been alleged that you (and/or name of school) engaged in the recruiting of students to participate in your school’s volleyball program. You are encouraged to attend the hearing. If you do attend, you will be given a reasonable time to present your side of the story. You and others that you ask to appear at the hearing on your behalf, such as parents or other persons with knowledge of relevant facts, may present testimony, documents and other forms of evidence that explain or support your position in this matter. You will be given (give a reasonable amount of time given topic, etc. typically 30-45 minutes) to present your case. At the Chair’s discretion, irrelevant or repetitive testimony or other evidence may be limited. The district executive committee does not have the authority to compel anyone to appear before them or to require anyone to provide documents or otherwise participate in the hearing. You are responsible for bringing (number of copies needed for all DEC members to have one plus two extra) copies of any documents that you wish the committee to consider and for having all witnesses that you wish to have testify present at the time of the hearing.
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A hearing may be rescheduled at the discretion of the committee chair but only for good cause shown. In cases where eligibility is at issue or participation in activities is at risk, a student or school employee whose hearing is rescheduled at their request may not participate in the event or activity in question until a hearing is held and a decision rendered. The district executive committee expects the following documents or other tangible items to be considered at the hearing: (list documents and attach copies that the DEC has in its possession that will be relied on/considered during the hearing) (Example) A certified copy of your birth certificate. A video of you and Coach Smith meeting at a local park. Emails between you and Coach Smith. In addition to yourself and others you may ask to appear at the hearing, the district executive committee expects the following persons to testify and otherwise provide evidence at the hearing: (Example) Ms. Smith Coach Jones If you have any questions regarding the hearing process, please contact (name of district chair) at (phone number) or (email address). Sincerely,
Chair, District (#)-(Conf.) District Executive Committee
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(The notes below provide guidance for a DEC chair conducting a meeting/hearing and may be modified should the circumstances warrant.)
NOTES FOR DISTRICT EXECUTIVE COMMITTEE CHAIR MEETING AND HEARING
(agenda below is used to give these notes context and is not an agenda template/sample)
BUSINESS MEETING
Time Agenda Item 0:00 am A. Quorum Determination
Individual Responsible
CHAIR
(Start the meeting.) “Will the members of the District (#)-(Conf.) District Executive Committee
please come to order?" "This meeting of the District (#)-(Conf.) District Executive Committee is now in official session. I am (name of DEC Chair), (administrative title, such as superintendent of _____ school district), chair of this district executive committee.” “For the record, it is approximately (time) on (day of week), (date). This meeting is being held at (name of building/location) in (city), Texas. Please be aware that minutes are being taken." “At this time, I ask that each committee member introduce themselves so that that we may take the roll.” (if a majority of the members of the DEC are present then, ….) "At this time, I certify that a quorum of the District (#)-(Conf.) District Executive Committee is present." B.
Adoption of Meeting Rules “This meeting will be conducted in accordance with the UIL Constitution and Contest Rules.”
C.
Adoption of Agenda “Unless there is an objection from committee members, the agenda for the business meeting and hearings will be as set out in your printed agenda, unless otherwise announced by the chair. …….. Hearing no objection, the agenda is officially adopted.”
D.
Approval of Minutes of Previous Meeting
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“Turning to the minutes of the previous meeting held by this committee, is there a motion to approve them as presented?” (need motion, a second followed by a majority vote.) HEARINGS (AA-DD)
(The following notes apply/can be adapted for all hearings.) “ We will now move forward with the hearing(s) listed on the agenda. At this time, will everyone who intends to testify in the hearing(s) we are about to hold, please rise and be sworn in?
“Do you solemnly swear or affirm that the testimony you are about to give is the truth, the whole truth and nothing but the truth?” “Thank you and please be seated.”
“Before we get started with the case(s) on the agenda, I want to go over the process we will follow today and just remind the parties of a few important points. This is not a formal legal proceeding and the formal rules of evidence do not apply. As chair, I will make any necessary rulings on matters of evidence and procedure. All questioning will be done by the committee. Any party is free to ask the committee to question another party or witness about a relevant issue. As the time allotted for this hearing is (amount of time), please refrain from repeating points that have already been made and otherwise injecting irrelevant matters into the hearing process. It is expected that all participants in this hearing will conduct themselves in a polite and civil manner.” •
(If the parties are represented by legal counsel)
“I note that (name of the party) has legal counsel. Generally, during these hearings we prefer to have to as much direct interaction with the parties as possible. Counsel is reminded that their role is limited to providing advice to their client(s) during the course of the hearing; requesting that the committee pose certain questions to the other party or witnesses and making opening and closing statements on behalf of their clients. Neither counsel nor either party is to attempt to question or cross examine the other party or make objections while a witness is testifying.”
“The order of presentation will be as follows:
The party alleged to be in violation2 of the UIL Constitution and Contest Rules will be allowed to go first and give an opening statement and to present to the committee any documents or other tangible evidence that it wishes the committee to consider. Also, a member of the committee may ask questions of the party during this time or at any time during the hearing.” “We will then hear from the involved school(s) starting with the school that (name of school the student in question has moved to) or (was involved in the incident in question).”
“As a reminder, schools that are involved in a particular case cannot participate in the hearing except as witnesses and cannot vote.”
“After the parties have had their opportunity to present their respective positions, I will ask if there are any other persons who are in attendance and wish to testify before the committee. Everyone should have already been sworn in at this point but, if not, we will swear you in when you come forward to testify.”
“After the committee hears from any other witnesses that may wish to testify, I will ask (name of the party alleged to be in violation of the rules) to come forward and give any additional testimony or other evidence they may have and, if they so choose, make a closing statement to the committee. This will conclude the presentation of testimony and other evidence to the committee.”
2 A student, school employee or school that is before the committee to respond to allegations of UIL rule violations is also referred to in these chair notes as “the party in question” or similar language.
2015-16 District Executive Committee Athletic Handbook “Following the conclusion of testimony, the committee may discuss the case further if the members so desire. After ending discussion, we will take a vote on whether or not a violation occurred and, if we find that a violation did occur, we will consider and vote on a penalty.” “This is basically how the hearing will go, are there any questions before we get started?” “I will now call the (first, second, etc.) case that we will hear today.” •
(Read the style of the first hearing posted on the agenda.) (Example –
Bugtusle High School: Decision Regarding Eligibility of Student Athlete,
AA.
Alleged Violation of Section 443, Changing Schools for Athletic Reasons. (if applicable “The student in question is (name of student).” ) “Would the (name student and parents or representative of the school or school employee in question) please come forward and state your name(s) for the record?”
“Thank you. I want to make sure that we are all on the same page, you are here because allegations have been made that (what the student/school/school employee had allegedly done to violate the rules – for ex. you moved to Bugtusle High School for athletic reasons.)” This is the time when you may make any opening statement that you wish to make. You may also present the committee with any documents that you want to be considered.” (As noted in the Hearing Notice template and DEC Handbook, each party should bring enough copies for each committee member to have a copy and at least two additional copies to share with other party and witnesses if needed.) “Please be aware that the committee will also consider the documents and any other items mentioned and attached to the notice of hearing that was sent to you along with whatever evidence is presented today at the hearing.” “Please proceed with your opening statement.” •
(Often a party will have several persons “representing” its interest at a hearing. A student, for example, should be accompanied by his parents or guardian or other responsible adult. Schools may have several representatives. Be sure and let all such persons testify if they wish to do so and present documents or other tangible evidence. That being said, it is okay to limit repetitive or irrelevant testimony. )
(After opening statement, if any – ask committee members if they have any questions of the witnesses)
“Thank you for that statement. Do any of the committee members have any questions of the witness(es) at this time?” (If no Q & A or once Q & A is completed…..) “If there are no further questions by the committee, please return to your seats. You will be given an opportunity come back and talk some more once we have heard from the other witnesses.”
“Will the (name receiving school representatives in eligibility cases or other relevant witness in other types of cases) please come forward and state your name for the record?”
“Thank you. Please proceed with any opening statement that you wish to make. You may also present the committee with any documents that you want to be considered.” (if documents or other items are presented, make sure that the party in question gets to see them and has opportunity to review.)
(After opening statement, if any – ask committee members if they have any questions of the witnesses) “Thank you for that statement. Do any of the committee members have any questions of the witness(es) at this time?” (Allow for Q & A) (Ask witness – )“Do you have anything else that you want to say or any other documents or other evidence for the committee? ” (If no Q & A or once Q & A is completed…..) “If there are no further questions by the committee, please return to your seat.”
(Go through the same process/notes for each party/witness so all have an opportunity to give relevant testimony, etc. It may become necessary to note the time if the hearing is not running efficiently, however, it is also important to give everyone a reasonable opportunity to speak.
Once everyone has been given a reasonable opportunity to speak, call the party that is the alleged to be in violation back to testify.) “Having heard from everyone that wished to address the committee, I ask that the (name student and parents or the representative of the school or school employee in question) please come forward and make any closing statement that they wish to make.” (after statement) “Thank you for your statement.”
(ask DEC) “Does the committee have any other questions of this witness?”
(ask party/witness) “Do you have anything else that you wish to say before we conclude testimony?”
(at this time the committee may deliberate/discuss the case – generally, this should be done in open session. Remember – schools involved in a case do not get to participate in the discussion or to vote.)
(ask DEC) “Are there any points about the case or relevant issues that any committee members would like to discuss before we take a vote?” (Once discussion is concluded –all votes must be taken in open session – two votes may be needed – take the first vote as to whether or not the alleged violation did in fact occur. If the committee votes that a violation did occur, take a second vote on the question of penalty. ) “It is now time for us to take a vote and determine whether or not (name the party alleged to be in violation) has violated the UIL rules as alleged. Is there a motion?
(be sure the motion is clear and will result in understandable decision – avoid double negatives and similar grammatical issues – Ex. “I move that the district executive committee find that (name the party in question) is in violation of Section __ of the UIL Constitution and Contest Rules as alleged” or something along those lines. Actually citing the rule found to have been violated is best.) (If the motion receives a second, call for a vote) “All in favor of finding that (name party in question) is in violation of Section __ of the UIL Constitution and Contest Rules as alleged, please raise your hand.” (Count out loud who is voting in favor…..)
“All opposed?” (Again count out loud who is voting against…..and announce the decision.)
“By a vote of _ to _, the District (#)-(Conf.) District Executive Committee (finds or does not find) (name party in question) to be in violation of Section __ of the UIL Constitution and Contest Rules. (if a violation is found the committee will then need to decide what an appropriate penalty is – a penalty must be given for all violations found. Section 28 (i) (1), UIL Constitution and Contest Rules. 3 If the case 3
“The district executive committee shall enforce all rules contained in the UIL Constitution and Contest Rules. This includes assessing a penalty for every rule violation.” Section 28 (i) (1), District Executive Committee, UIL Constitution and Contest Rules. (emphasis added).
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being considered is an ELIGIBILITY matter involving CHANGING SCHOOLS FOR ATHLETIC PURPOSES, please refer to Section 443, UIL Constitution and Contest Rules, for options/penalties available.)
“Because we found a violation and the UIL rules require that we give a penalty whenever such a finding is made, does any member of the committee wish to discuss what penalty is appropriate in this case?” (Allow time for committee to discuss – See Section 29 of the UIL Constitution and Contest Rules re- penalties the DEC may impose. Note that the penalties vary depending on the violator and the violation found.) (Conclude discussion, need a motion and a vote)
“It is now time for us to take a vote and determine the appropriate penalty for the violation in this case. (Note the limitations in the UIL rules regarding what penalties may be imposed in the case being considered so that the motion is appropriate.) Is there a motion? A second? (If the motion receives a second, call for a vote) “All in favor of imposing a penalty of (name penalty and any duration of time if applicable) on (name party in question) for the violation of UIL rules that this committee has just found, please raise your hand.” (Count out loud who is voting in favor…..)
“All opposed?” (Again count out loud who is voting against…..and announce the decision.)
“By a vote of _ to _, the District (#)-(Conf.) District Executive Committee imposes the penalty of (type of penalty and duration/any conditions) on (name of the party in question) for being in violation of UIL rules as previously decided today.” Before we conclude, most of the cases that come before the District Executive Committee may be appealed to the UIL State Executive Committee. If you have any questions concerning the appeals process, please contact me. That concludes this hearing.”
(Move forward with the rest of hearing using the same process/notes as above or move forward with whatever remaining matters are left on agenda.)
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Guidelines for Changing Schools and Residence Section 442: RESIDENCE IN SCHOOL DISTRICT AND ATTENDANCE ZONE This section applies to the first calendar year of attendance in grades 9-12. Parent(s) in the context of this rule means parents or adoptive parents who adopted the student prior to the student’s first entry in the ninth grade. (a) PRESUMPTION OF RESIDENCE OF STUDENT, PARENT(S), SPOUSE. The residence of a single, divorced or widowed student is presumed to be that of the parents of the student. The residence of a married student is presumed to be that of his or her spouse. (b) GUARDIAN OF PERSON. If a student’s parents are alive but a guardian of his or her person was appointed by appropriate authority and recorded in the county clerk’s office more than one year ago, the residence of the student is presumed to be that of the guardian if the student has continuously resided with the guardian for a calendar year or more. If no legal guardianship has been taken out, three years’ residence with and support of a contestant establishes guardianship within the meaning of this rule. (c) GUARDIAN. If a student’s parents are dead and a guardian of his or her person has been appointed by appropriate authority, the residence of the student is presumed to be that of the guardian. (d) RELATIVE; SUPPORTER. If a student’s parents are dead and a guardianship of his or her person has not been appointed, the residence of the student is presumed to be that of the grandparent, aunt, uncle, adult brother or sister or other person with whom the student is living and by whom the student is supported. (e) CUSTODIAL. The residence of a student assigned by appropriate authority to a foster home or a home licensed by the state as a childcare boarding facility, or placed in a home by the Texas Youth Commission, is presumed to be at the home. If a student’s parent(s) move the student to a foster home in another school district, the student is not eligible, but may apply for a waiver. (f) DIVORCED PARENTS. The residence of a student whose parents are divorced is presumed to be that of either parent. (g) SEPARATED PARENTS. (1) If a student’s parents separate (and are not divorced), and if one parent remains in the attendance zone where the student has been attending school, the student’s residence is presumed to be that of the parent who did not move. (2) If a student transfers to a new school with a separated (but not divorced) parent, the student is ineligible for one calendar year, but may apply for a waiver. (h) CRITERIA OF RESIDENCE. The intent of this section is to insure that unless circumstances fit one of the exceptions above, any relocation of residence is a complete and permanent move for the family. The residence shall be the domicile which is a fixed, permanent and principal home for legal purposes. The residence is not bona fide under UIL rules unless it complies with all of the following criteria. (1) Does the student’s parent, guardian or other person whose residence determines the student’s residence own a house or condominium or rent a house, apartment or other living quarters in the school district and attendance zone? Parents must provide documentation to verify the purchase, lease or rental of a home located in the new attendance zone. A lease agreement or rental agreement should be for a reasonable duration. (2) Do the student and the parent or guardian have their furniture and personal effects in the district and attendance zone? There should be no personal effects or furniture belonging to the family in the previous residence. (3) Do the student and the parent or guardian receive their mail (other than office mail) in the district and attendance zone? The family should have submitted a change of mailing address to the Post Office. (4) Are the parents or guardians registered to vote in the district and attendance zone? If either of the parents was registered to vote at the previous address, they should have applied for a new voter registration card at the new address. (5) Do the parents or guardians regularly live in the district and attendance zone and intend to live there indefinitely? The new residence should accommodate the entire family. The former house should be on the market at a reasonable market price or sold, or the lease or rental agreement terminated. All utilities and telephone service should be disconnected or no longer in the family’s name. All licensed drivers in the household should have complied with DPS regulations for changing their address. (6) Do parents live in the district and attendance zone for the first calendar year? If the parents of a contestant move from the district or school zone before the student has been in attendance for one year, the student loses athletic eligibility in the school district from which the parents move, and remains ineligible there for varsity athletics until a year is up. See Official Interpretation #12, Appendix I.
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Previous Athletic Participation Form -‐ Page 1 (Eligibility Questionnaire for New Student Athletes in Grades 9-‐12)
The questions below will assist the UIL/school administrators in making decisions in reference to the Varsity Athletic Parent Residence Rule, Full-‐Time Student Rule, Age Rule, Four-‐Year Rule, Foreign Exchange, Amateur Athletic Status, and Changing Schools for Athletic Purposes.
Question 1 -‐ determines whether or not the student needs to complete page 2 of the Previous Athletic Participation Form. **Question 2 – a ‘yes’ answer will require further investigation to determine the student’s first opportunity to enroll or a subsequent transfer back to the student’s home attendance zone school.
Varsity Athletic Parent Residence Rule
Question 3 – a check mark in the box for ‘guardian’ or ‘foster parents’ means a waiver of the residence rule is more than likely required for varsity athletic participation. Based on the answers above, contact the UIL office to discuss prior to allowing the student to participate at the varsity level in athletics. Question 4 – a check mark in the box for ‘married – living apart’ or ‘married and the student is living with one parent’ means a waiver of the residence rule is likely required for varsity athletic participation. Question 5 – a ‘yes’ answer means a waiver of the residence rule may be required for varsity athletic participation, if the student has NOT been continuously enrolled at that school for the previous calendar year. Questions 6, 7, 8 and 9 – a ‘yes’ answer to any or all of these questions needs to be investigated by the school to find out the circumstances and how they might or might not impact varsity athletic eligibility. RESIDENCE IN SCHOOL DISTRICT AND ATTENDANCE ZONE
This section applies to the first calendar year of attendance in grades 9-‐12. Parent(s) in the context of this rule means parents or adoptive parents who adopted the student prior to the student’s first entry in the ninth grade.
PRESUMPTION OF RESIDENCE OF STUDENT, PARENT (S), SPOUSE. The residence of a single, divorced or widowed student is presumed to be that of the parents of the student. The residence of a married student is presumed to be that of his or her spouse.
GUARDIAN OF PERSON. If a student’s parents are alive but a guardian of his or her person was appointed by appropriate authority and recorded in the county clerk’s office more than one year ago, the residence of the student is presumed to be that of the guardian if the student has continuously resided with the guardian for a calendar year or more. If no legal guardianship has been taken out, three years’ residence with and support of a contestant establishes guardianship within the meaning of this rule. (Power of Attorney is NOT a recognized document for participation in varsity athletic contest.) GUARDIAN. If a student’s parents are dead and a guardian of his or her person has been appointed by appropriate authority, the residence of the student is presumed to be that of the guardian.
RELATIVE; SUPPORTER. If a student’s parents are dead and a guardianship of his or her person has not been appointed, the residence of the student is presumed to be that of the grandparent, aunt, uncle, adult brother or sister or other person with whom the student is living and by whom the student is supported.
CUSTODIAL. The residence of a student assigned by appropriate authority to a foster home or a home licensed by the state as a childcare boarding facility, or placed in a home by the Texas Youth Commission, is presumed to be at the home. If a student’s parent(s) move the student to a foster home in another school district, the student is not eligible, but may apply for a waiver.
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DIVORCED PARENTS. The residence of a student whose parents are divorced is presumed to be that of either parent. SEPARATED PARENTS. 1. 2.
If a student’s parents separate (and are not divorced), and if one parent remains in the attendance zone where the student has been attending school, the student’s residence is presumed to be that of the parent who did not move. If a student transfers to a new school with a separated (but not divorced) parent, the student is ineligible for one calendar year, but may apply for a waiver.
Full-‐Time Student
Question 10 – a ‘yes’ means the student is in violation of the full-‐time student rule and would be ineligible to participate at any level.
Age Rule and Four-‐Year Rule
Question 11 – a ‘yes’ answer means the student is in violation of the Four Year Rule and not eligible for varsity participation. Contact the UIL office to inquire on the process for applying for a waiver of the Four Year Rule. Question 12 – a ‘yes’ answer to this question needs to be investigated. UIL rule prohibit students from repeating grades for athletic purposes. Question 13 – a ‘yes’ answer means the student is in violation of the Age Rule and not eligible for varsity athletic participation. Contact the UIL office to see if the student could qualify for a waiver of the Age Rule.
Foreign Exchange Waiver
Question 14 – Foreign exchange students are not eligible for varsity athletics without a waiver. Contact the UIL office for details.
Amateur Athletic Status
Question 15 – a ‘yes’ means the student is in violation of the amateur rule and would be ineligible to participate.
Assist in Determining if Student Moved for Athletic Purposes
Questions 16, 17 and 18 – Any ‘yes’ answers should be thoroughly in question to participate at the varsity level in athletics.
*The date of withdrawal from previous school and date of enrollment in new school is necessary in determining if the student has been continuously enrolled for one calendar if the answer to question 2 is ‘yes’.
*Signature on the questionnaire certifies all required annual student forms and the information provided by the parent or student is true and correct. ** If the student attended a Magnet, Charter, or Open/Choice enrollment school it will require further investigation to determine the student’s first opportunity to enroll or a subsequent transfer back to the student’s home attendance zone school.
27
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University Interscholastic League
Previous Athletic Participation Form – Page 2
If the student is NOT living with parents at the new school it is more than likely a waiver of the parent residence is required for varsity athletic participation. Contact the UIL Office. Section I – Eligibility Certification
If the former address of parent/guardian is the same as the current address, a letter of explanation is REQUIRED to explain the change in schools with no change in address. If the status of previous residence is ‘vacant’ or ‘still own’, further investigation is needed. Parent/Guardian signature is required, and if witnessed by the new school administrator, notarization is not required.
•
• •
Section II – New School Certification
The new school superintendent or designated administrator signature signifies to his/her knowledge the student is not changing schools for athletic purposes.
•
Section III –Former School Certification and Release
Questions 1-‐6 will help determine if the student is changing schools for athletic purposes. If any of questions 1-‐6 is answered ‘yes,’ a District Executive Committee hearing is required. If a hearing is required, testimony from the previous school, the student/parent and new school can be given to assist in determining eligibility. Please document the date of the hearing in this section. If questions 3, 4 or 5 are answered ‘yes’ an attachment of explanation from the previous school is required to the District Executive Committee. This section requires two signatures (former superintendent or designated administrator and former principal or coach). A student is ineligible for varsity competition until the District Executive Chair has signed the Previous Athletic Participation form.
• • • • • •
Section IV – District Executive Committee Approval • • • • •
Check the level of approval for competition. If approved for ‘Varsity’ level in one sport, the student is approved for ‘Varsity’ level for all sports. Check and sign the level of approval for sub-‐varsity if the student does not meet varsity eligibility requirements. Complete the District Executive Chairman’s school, conference and district. A signature of the District Executive Committee Chairman is required before the student is eligible for varsity competition, if the level of approval is ‘Varsity’. The District Executive Committee Chairman sends one copy to the student’s current school and the other copy (with supporting documentation) to the University Interscholastic League.
MAKING A WORLD OF DIFFERENCE.
UNIVERSITY INTERSCHOLASTIC LEAGUE
DEC CHAIR SENDS APPROVED COPIES TO SCHOOL AND UIL OFFICE
NEW SCHOOL SENDS PAPF TO DISTRICT EXECUTIVE COMMITTEE CHAIR (DEC)
SENDS BACK TO NEW SCHOOL
FORMER SCHOOL COMPLETES AND
SENDS TO FORMER SCHOOL
NEW SCHOOL COMPLETES AND
IN NEW SCHOOL
AFTER STUDENT HAS ENROLLED
PAPF STARTS WITH SCHOOL
DEC HEARING REQUIRED
IF ANY OF SECTION 3 IS “YES”
www . ui l t exas. org ( 512) 471- 5883
P.O. Box 8028 Austin, TX 78713-8028
IF ALL OF SECTION 3 IS “NO”
TO DETERMINE VARSITY ELIGIBILITY
DEC COMMITTEE REVIEWS PAPF
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University Interscholastic League Previous Athletic Participation Form University Interscholastic League
Page 1
Revised 08/01/14
Eligibility Questionnaire for New Student Athletes in Grades 9-12 For UIL Use Only
This Form Must be on File with School Before Participation at any Level in Grade 9-12 (To be filled out by the student and/or parent and filed with the school.)
Name of Student (print) __________________________________________________Grade _______ Birthdate ___________ Age ______ Student’s Current Address: _____________________________________________ City __________________ State ________ Zip Code ________ New School: _______________________________________ City __________________
Public
Last School of Participation: _____________________________ City ____________ State _______
Charter Public
Private School Charter
Private School
Date of enrollment in new school: _________________________ Date of withdrawal from previous school: _________________________ Has the student been continuously enrolled in the new school for one calendar year?
Yes
No
Yes
No
1. Has the student ever practiced or participated in extracurricular athletic activities (before school, after school or during an athletic period) at another school in the United States or Mexico in grades 8-12? If yes, the student must complete page 2 in addition to page 1 and both pages must be sent to the District Executive Committee Chairperson. If no, the student must complete page 1 and file with the school and/or athletic department ONLY. 2. Has the student ever enrolled or participated in a Magnet program, Charter school, Open/Choice Enrollment (within the ISD) or International Baccaluarte (IB) program in grades 9-12? If yes, please provide the name of the school ____________________________ and school year ________________. Parent residence rule: *Questions in this section are referring to biological Parents. RefeRence c&cR Section 440(b) & 442. 3. Does the student live with one parent both parents guardian foster parent(s)? If the student lives with a GUARDIAN or FOSTER PARENT(S), a UIL Parent Residence waiver may be required. You MUST contact the district Athletic Director/Coordinator then contact the UIL Athletics Department at (512) 471-5883. 4. Are the parents of the student married never married married- living apart divorced deceased? If the parents are MARRIED-LIVING APART or MARRIED and the student is LIVING WITH ONE PARENT, a UIL Parent Residence waiver may be required. You MUST contact the district Athletic Director/Coordinator then contact the UIL Athletics Department at (512) 4715883. 5. Does the parent(s) of the student reside outside the attendance zone of the school the student wishes to represent? If yes, a UIL Parent Residence waiver may be required. You MUST contact the district Athletic Director/Coordinator then contact the UIL Athletics Department at (512) 471-5883. 6. Is there a change in schools but no change in address? If yes, please attach an explanation. 7. Is more than one residence owned, rented or maintained by the parents? If yes, please attach an explanation. 8. Are any members of the family still residing at the previous residence? If yes, it should be investigated prior to partictipation on the varsity level. 9. Are there other family members in grades K-12 attending a different school district other than the school district the student is now attending? full time student rule: RefeRence c&cR Section 403. 10. Is the student enrolled in less than an average of four hours per day of instruction for either state or local high school credit? four Year rule and age rule: RefeRence c&cR Section 400 & 405(fouR YeaR) & 440(c), 446 (age). 11. Did the student first enroll in the 9th grade more than 4 years ago? The first date of enrollment in 9th grade. 12. Has the student ever repeated a grade since first entering the 7th grade? If yes, please attach an explanation. 13. Will (or was) the student 19 years of age on or before September 1 of the current school year? foreign exchange rule: RefeRence c&cR Section 468(3). 14. Is the student a foreign exchange student? If yes, a Foreign Exchange Waiver is required for Varsity athletic participation. amateur athletic rule: RefeRence c&cR Section 441. 15. Has the student done anything to jeopardize their amateur athletic status? assist in determining if student changed schools for athletic PurPoses: RefeRence c&cR Section 443. 16. Did anyone from the new school contact the student prior to their enrollment in the new school? 17. Was the student ever prohibited from participation at the previous school? If yes, please attach an explanation. 18. Did the student play on a non-school team and is transferring to the school where members of the non-school team attend?
TO BE COMPLETED BY STUDENT, PARENT AND ADMINISTRATOR OF NEW SCHOOL It shall be the responsibility of each school to have on file the following required annual forms for each student who participates in any practice (before school, after school or during an athletic period), scrimmage or game: Preparticipation Physical Examination (for students in their first and third year of high school participation), Medical History Form, Illegal Steroid Use and Random Steroid Testing, Parent and Student Notification/Agreement Form, Acknowledgement of Rules Form, Concussion Acknowledgement Form and Sudden Cardiac Arrest Awareness Form. Incorrect or untrue information provided by the parent or student could cause ineligibility and could result in the forfeiture of contests in which the student has particpated in addition to other penalties. The following signatures certify that to the best of your knowledge, all information presented on this form is true and correct. Signature of Student
Date
Signature of Parent/Guardian
Date
Signature of New School Coach
Date
Signature of New School Administrator
Date
New School Coach Name
Coach’s Email Address
Sport
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Previous Athletic Participation Form University Interscholastic League
Page 2
Revised 08/01/14
All new students in grades 9-12 who have ever practiced or participated in baseball, basketball, cross country, football, golf, soccer, softball, swimming and diving, team tennis, tennis, track and field, volleyball or wrestling in grades 8-12 at another school in the United States or Mexico MUST have this form completed by the last school of participation and be approved by the District Executive Committee before they are eligible to participate at the VARSITY LEVEL at the new school. A student being continuously enrolled for one calendar year still requires a Previous Athletic Participation form before they are eligible to participate at the VARSITY LEVEL in athletics. Name of Student Student’s current address:
I.
New School: Street
Last School of Participation: City
State
Zip Code
ELIGIBILITY CERTIFICATION: This section should be completed by the individual(s) with whom the student is currently residing at the new school. We, the undersigned, certify that the student is in compliance with the transfer and admission policies of the local school district. This student is not changing schools for athletic purposes and was not recruited. We understand that any false or incorrect information could cause the student to be declared ineligible and could result in the forfeiture of contests in which the student has participated at the new school, in addition to other penalties. Status of previous residence? sold leased vacant still own Previous address
PARENT SIGNATURE WITNESS FOR PARENT SIGNATURE
DATE New school administrator or notary public (NOTARY SEAL)
DATE
If witness is the new school administrator, notarization is not required.
II.
NEW SCHOOL CERTIFICATION: We certify that to our knowledge no one from our community has offered any inducement, directly or indirectly to the student or parents to move into our district. To the best of our knowledge this student is not changing schools for athletic purposes.
Name of New School
III.
Signature of new school superindendent or designated administrator
Date
LAST SCHOOL OF PARTICIPATION CERTIFICATION AND RELEASE: Section III must be completed for any new student in grades 9-12 who has ever participated in baseball, basketball, cross country, football, golf, soccer, softball, swimming and diving, team tennis, tennis, track and field, volleyball or wrestling in grades 8-12 at another school in the United States or Mexico before they are eligible to participate at the varsity level at the new school. Please check the appropriate responses below. If any of the questions in this section are marked ‘Yes’ a full hearing of the District Executive Committee (DEC) is required in the new district.
Yes
No
1. Was there any conflict or dissatisfaction between the student, his/her parents, and the athletic/academic supervisors at the school? 2. Was this student recruited to attend another school or was any undue influence exerted upon this student or family to change schools? 3. Did this student quit an athletic activity or program while enrolled in your school? If yes, attach explanation to DEC. 4. Was this student ever suspended or removed from your school athletic program? If yes, attach explanation to DEC. 5. Would the student be prohibited from participation in athletics had they not changed schools? If yes, attach explanation to DEC. 6. Based on your knowledge of the student and their circumstances, is this student changing schools for athletic purposes?
Print Name of Former superintendent or designated administrator
Print Name of Former principal or coach
*Signature of Former superintendent or designated administrator (* two signatures required)
AND
Last School of Participation: _______________________________
City __________________________
IV.
*Signature of Former principal or coach
Date Signed
State __________
EXECUTIVE COMMITTEE APPROVAL: We certify the above named student is approved. Check the appropriate box: Varsity Sub-varsity only ( applying for a Waiver)
Any ‘Yes’ answer in Section III to questions 1-6 above requires a full hearing of the District Executive Committee (DEC) to determine the eligibility status of the student and required before applying for a Parent Residence Rule waiver. The student would be ineligible for varsity athletic participation until the DEC hears testimony from the previous school, the student/parent and the new school and makes an eligibility determination. DATE OF HEARING _____________________________ School
(School of District Executive Committee Chairman)
Conference
Signature of District Executive Committee Chairman
District No.
Date
Contact Email Address
The District Chairman makes two copies of the completed form. Send one copy to the student’s current school and the other copy to the University Interscholastic League, Box 8028, University Station, Austin, Texas, 78713. Retain the original in your file.
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University Interscholastic League
Changing Schools for Athletic Purposes Section 443: CHANGING SCHOOLS FOR ATHLETIC PURPOSES (a) DETERMINATION BY DISTRICT EXECUTIVE COMMITTEE. The district executive committee is to determine whether or not a student changed schools for athletic purposes, when considering each student who changed schools and has completed the eighth grade, whether or not the student has represented a school in grades nine through twelve. (b) COMMON INDICATORS. District executive committees should look closely to determine if a student is changing schools for any athletic purpose. Some common indicators committees should include in their considerations include, but are not limited to: checking to see if a student was recruited; ascertaining whether a student was in good standing in the previous school, either academically or in a sports program; determining if a student was unhappy with a coach in the previous school; determining if a student played on a non-school team and is transferring to the school where members of the non-school team attend; determining if a student played on a non-school team and is transferring to the school where the non-school team coach or a relative of the non-school team coach, is the school coach; and determining if a student received individual or team instruction from a school coach and is transferring to the school of that coach. (c) INELIGIBLE. A student who changes schools for athletic purposes is not eligible to compete in varsity League athletic contest(s) at the school to which he or she moves for at least one calendar year, even if both parents move to the new school district attendance zone. See (e) below. (d) LENGTH OF INELIGIBILITY. The district executive committee for the district into which the student moves shall determine when or if a student who moves for athletic purposes becomes eligible. See (c) above and (f) (3) below. (e) PREVIOUS ATHLETIC PARTICIPATION FORM (PAPF). An individual is presumed to have changed schools for athletic purposes if he or she participated with his or her former school in any League athletic contest or practice in grades eight through twelve during any previous school year until: (1) the student’s parents change their residence to the new school or attendance zone; (see Section 442 (g) for a student who changes residence with a separated parent); and (2) the superintendent (or designated administrator) and principal and/or coach of the previous school sign a PAPF stating that the student was not recruited to the new school and did not change schools or attendance zones for athletic purposes; and (3) the superintendent (or designated administrator) of the new school signs a PAPF stating that the student was not recruited and is not changing schools for athletic purposes; and (4) the parents sign a PAPF either in front of the new school’s administrator or a notary public that they reside in the new school district or attendance zone and the change was not made for their child’s athletic purposes; and (5) the district executive committee approves the completed PAPF. NOTE: The district executive committee is not bound to determining only the status of students who participated at another school the previous or current year, as it relates to changing schools for athletic purposes. (f) ELIGIBILITY DETERMINATION BY DISTRICT EXECUTIVE COMMITTEE. (1) If the district executive committee where the student attends school finds that the student did not change schools for athletic purposes and meets all the criteria listed in Section 442, it shall declare the student eligible if he/she meets all other eligibility requirements. (2) If the district executive committee where the student now attends school finds that the student did not change schools for athletic purposes, it may declare that student eligible even though the school district from which he or she moved refused to sign the PAPF. (Extreme caution should be used in granting eligibility under this condition.) (3) If the district executive committee where the student now lives finds at any time that the change was made for athletic purposes, it shall declare that student ineligible to participate in athletic contests for one year. This may include a student who did not compete at the previous school. If the committee decides that the period of ineligibility should be longer than one year, the committee shall transfer the case to the State Executive Committee. (4) When officials from both the sending and receiving schools agree that a student changed schools for athletic purposes, the State Executive Committee will not hear or grant an appeal. (g) MINIMUM PENALTY. If a Previous Athletic Participation Form was not filed prior to competition and it was an inadvertent error and the student is actually eligible under Subchapter M of the Constitution, the district executive committee is not required to demand forfeiture or to rule the student ineligible. The committee may assess the minimum penalty of reprimand. (h) NO PREVIOUS ATHLETIC PARTICIPATION FORM REQUIRED. The Previous Athletic Participation Forms are not
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required if the student did not practice or participate with his or her former school in grades eight through twelve during any previous school year in any athletic activity or if the student was required to change schools because the school district or attendance zone lines were changed by the school board or other appropriate authority. NOTE: (d) and (f) above speak to the applicability of the Previous Athletic Participation Form as it relates to students who have or have not represented another school in grades nine through twelve in either varsity or sub varsity competition. Section 440 (d) prohibits students from changing schools for athletic purposes.
Designated School Administrator Designated School Administrator: The school district superintendent and/or his designate is responsible for enacting and enforcing a crowd management policy for contests sponsored by his/her district. Guidelines: (By no means is this list of guidelines inclusive.)
1. A crowd control policy for season athletic contests shall be endorsed by the school board and on file with the district executive chairman and in possession of those in the individual school directly responsible.
2. All interscholastic contests must be approved by the superintendent or his designee.
3. There must be a designated administrator at all home contests (who is not coaching at the contest).
4. Students, participants and staff members are expected to conduct themselves in a sportsmanlike manner. Failure to do so will be a violation and subject to penalty.
5. The member school superintendent is responsible for initiating disciplinary measures against those guilty of violations.
6. The host administration must insure the safety of the officials.
Procedures:
1. For varsity contests the school designee shall meet the officials:
a. Introduce himself/herself. b. Indicate where he/she will be sitting.
The designated school administrator shall meet the officials at the designated times as listed below.
Baseball:
30 minutes prior to the game at the conference with coaches and umpires.
Basketball:
30 minutes prior to the game.
Football:
At least 30 minutes prior to the game meet with referee on the field.
Soccer:
Prior to the start of the game, on the field with center official and lines persons.
Softball:
30 minutes prior to the game at the conference with coaches and umpires.
Volleyball:
Immediately after the officials enter the court.
The designated school administrator shall meet the officials immediately after the officials enter the court.
2. If officials are not contacted by the designee ten minutes prior to start of a game, the referee shall ask the home head coach if there is a designee and if so, who that person is.
3. If a designated administrator is not present, the officials shall notify the UIL in writing the next working day and report the incident.
4. The designee shall meet briefly with the officials after the game to discuss the game and any problems during the game dealing with ejection of players, coaches, or fans, etc. The designee shall also offer to provide an escort to
34
University Interscholastic League walk with the officials to their respective vehicles.
5. The designee is responsible to inform the administration of both schools by phone the next school day of unsportsmanlike behavior of fans, players, coaches, and any unprofessional behavior on the part of officials.
6. The home school is responsible for security. In playoff games/matches, both schools are responsible.
7. Each school is responsible for the behavior of its fans, players, and employees.
8. In playoff games/matches both schools shall have a designated school administrator.
Exception to Nineteen Year Old Rule for High School Varsity Athletic Competition Section 446: AGE (a) PROOF OF AGE. A birth certificate attested by the appropriate official is the best evidence of the date of birth. If this evidence is not available, other credible evidence of the date of birth may be considered. (b) NINETEEN OR OLDER ON SEPTEMBER 1. (1) Eligibility. A student who is nineteen or older on September 1 preceding the contest, and who initially enrolled in the ninth grade no more than four calendar years ago, and who prior to the end of his or her second year in high school was in special education, under the auspices of an ARD committee or identified as a 504 student by a 504 committee, is eligible to participate in a League varsity athletic contest as a representative of a participant school if: (A) the student has or had a disability which delayed his or her education for a year or more; and (B) the student is currently in special education and under the auspices of an ARD committee or is currently identified as a 504 student by a 504 committee, and (C) the student has not already participated one extra year under this exception. (2) Requirements. The requirements below are to be met by the superintendent. A student may apply for a waiver as outlined in Section 463 only if the superintendent does not submit proper verification. (A) The following must be submitted to the superintendent of the school district for eligibility determination: (i) Special education students must provide documentation of a special education status and documentation that a disability delayed their education by at least one year. (ii) Students with a history of a disability must provide documentation from a 504 committee proving the existence and length of time of the disability that caused the delay of at least one year in their education. (B) The superintendent must certify that the student has met eligibility requirements on a form prepared by the UIL office, and submit the completed form to the chair of the district executive committee. If a student is unable to obtain the required certification from the superintendent, the student may appeal the matter to the UIL Waiver Officer for disposition. See Section 463. (3) District Executive Committee. (A) The chair of the district executive committee will accept only completed certification forms. The following will be returned to the superintendent by the chair of the committee with eligibility denied: (i) forms that do not certify that the student meets the requirements for eligibility; (ii) forms that indicate that the student is not in compliance with the four-year rule and a waiver for that rule has not been granted. (iii) forms that contain any missing information or missing signatures. (B) The district executive committee will verify completed certification forms and declare the student eligible for varsity competition. (C) The student remains ineligible for varsity athletics unless and until all eligibility is verified by the district executive committee.
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Waiver of Eligibility Rules Application Procedures Section 463:
APPLICATION FOR WAIVER
(a) WHO MAY APPLY. (1) When a student does not comply with Sections 400 (g) and 405 because that student has not met the requirements for graduation four years after first entering into the ninth grade and has missed an entire season’s participation in a specific activity due to inadvertent circumstances other than an athletic injury, that student may apply for a waiver of the apparent non-compliance and a declaration of eligibility in those activities that were missed. A student may apply for a waiver of the four year rule only once. The fact that a participant school does not offer a specific activity is not grounds for claiming the student was unable to participate in that activity. (2) Parent Residence Rule. (A) If a district executive committee finds that a student does not comply with Sections 440 (b) and 442 (residence rules), that student may apply for a waiver of the apparent non-compliance and a declaration of eligibility. (B) A waiver of the residence rule shall be null and void when either the district executive committee or the State Executive Committee determines that the student changed schools for athletic purposes. (C) If a student who has been granted a waiver returns to the school in the attendance zone where the parents reside, a Previous Athletic Participation Form shall be furnished to the district executive committee, who will rule on the student’s eligibility at that school. (3) Students who change schools from one independent school district to another independent school district to enroll in the International Baccalaureate Program may apply for a waiver of Sections 440 and 442 (residence rules) to be eligible for varsity athletics the first year of attendance. (4) Age Rule, Sections 440 (c) and 446. If a student is nineteen or older and has met all the criteria in Section 446 prior to the end of his or her second year in high school, but the superintendent does not submit proper verification to the district executive committee and the UIL, that student may apply for a waiver if: (A) the student has or had a disability which delayed his or her education for a year or more; and (B) the student is currently in special education and under the auspices of an ARD committee or is currently identified as a 504 student by a 504 committee; and (C) the student has not already participated an extra year under this exception. (D) NOTE: This waiver procedure is only for students who are unable to obtain the required certification from the superintendent as outlined in Section 446.) (5) See Section 469 for retroactive waiver procedure. (b) PROCEDURE. The application must be in writing on the League Application for Waiver form and signed by the student and, if the student is under 18 years of age, by a parent or guardian. The applicant shall submit a copy of all documentation to the superintendent. The superintendent shall send a copy of the application to the chair of the district executive committee. The chair shall notify members of the district that the application has been filed. Unless the student is indigent, he or she shall pay a $100 filing fee to the League when the application is filed.
Section 464: SUBMISSION TO WAIVER OFFICER (a) The applicant for a waiver shall submit with the application statements of the facts and circumstances that excuse the apparent non-compliance with the rules. (b) An applicant for a waiver of the age-rule, Sections 440 (c) and 446, must also submit the following: (1) An applicant who is a special education student must provide documentation of special education status and documentation that a disability delayed his or her education by at least one year. (2) An applicant who is a student with a history of a disability must provide documentation from a 504 committee proving the existence and length of time of the disability that caused the delay of at least one year in his or her education. (3) Applicants must submit documentation and/or a statement of the facts and circumstances indicating that the applicant was unable to obtain the required certification from the superintendent.
36
University Interscholastic League
UIL Rules Compliance Program (i)
(j)
UIL RULES COMPLIANCE PROGRAM. (1) All coaches shall annually complete the UIL Rules Compliance Program prescribed by the UIL prior to their sport season. (2) The names of coaches who complete the UIL Rules Compliance Program will be kept on file by the school. MINIMUM PENALTY FOR MISCONDUCT. (1) Automatic Minimum Penalty. Any coach who is ejected from a contest for unsportsmanlike conduct, or any football coach who is given two or more 15-yard unsportsmanlike penalties during a contest may accept an automatic penalty for their ejection or appeal the ejection. A coach who appeals their ejection is required to appear before the State Executive Committee. If the coach accepts their automatic penalty or their ejection is not overturned on appeal, the coach will be subject to: (A) an automatic penalty of public reprimand (name will be published once in the Leaguer) and one year’s probation in the applicable sport; and (B) completing the National Federation of State High School Associations Fundamentals of Coaching Course; and (C) completing the National Federation of State High School Associations Teaching and Modeling Behavior Course. (2) Automatic Greater Penalty. If a coach so penalized has no proof of having completed the UIL Rules Compliance Program prior to the sports season, that coach shall also be automatically suspended from the next game/contest. (3) Subsequent Violations. Any further ejection or accumulation of two 15-yard unsportsmanlike penalties during a football game, while on probation, will require the coach to appear before the State Executive Committee for consideration of penalty. (4) Notification. Schools shall notify the UIL within three school days if a coach has been ejected from a game or received two 15-yard unsportsmanlike penalties.
For more information regading the RCP program, please visit our website athttp://www.uiltexas.org/athletics/rules-compliance-program
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NCAA TIE BREAKER SYSTEM The District Executive Committee should address Section 1203 (h) of the UIL Constitution and Contest Rules regarding district representatives in the event two or more schools are tied in win/loss percentage. This is important with the mandatory adoption of the NCAA tie breaker system for all varsity games. There shall be no PAT following a game ending touchdown in (see exception below). ARTICLE 3. The NCAA tie breaker system will be used when a high school varsity game is tied after four periods. NCAA football playing rules apply, with the following exceptions: District games using “positive points” will use the following exceptions: Coaches in the game should inform the referee before the game (pre game conference) that the game will be played using the UIL “positive point” exception. Failure to notify the referee prior to the coin toss does not negate specific DEC rules relating to “positive point”. If notification is given to the referee, the tie game will be played with the following exception to rule 3-1-3-f. delete “if Team B scores during a period other than a try”. Delete example 2. If a touchdown is scored that determines the winning team in an extra period, the try is cancelled. Substitute Example 2 : If a touchdown is scored that determines the winning team in an extra period, the scoring team may elect to play the try down. If the team on defense refuses to play the try down, the Referee may award the number of points the team could have scored had the defense played the try down.
a. Immediately after the conclusion of the fourth quarter, officials will instruct both teams to retire to their respective team areas. The officials will assemble at the 50-yard line and review the tiebreaker procedures.
b. The officials will escort the coaches to the center of the field for the coin toss. The winner of the toss shall choose one of the following options:
1.
Offense or defense, with the offense at the opponent’s 25-yard line to start the first series.
2.
Which end of the field shall be used for both series of that overtime period.
Note: The winner of the toss may not defer his choice.
c. The loser of the toss shall exercise the remaining option for the first extra period and shall have the first choice of the two options for subsequent even-numbered extra periods.
d. Extra periods: An extra period shall consist of two series with each team putting the ball in play by a snap on or between the inbounds lines on the designated 25-yard line, which becomes the opponent’s 25-yard line. The snap shall be from midway between the inbounds lines on the 25-yard line, unless a different position on or between the inbounds lines is selected before the ready-for-play signal. After the ready- for-play signal, the ball may be relocated after a charged team timeout, unless preceded by a Team A foul or offsetting penalties.
e. Team series: Each team retains the ball during a series until it scores or fails to make a first down. The ball remains alive after a change of team possession until it is declared dead. However, Team A may not have a first and 10 if it again possesses the ball after a change of team possession.
Team A and B designations are the same as defined in Rule 2-27-1 in the NCAA Football Rule Book. EXAMPLES: 1. After each team has put the ball in play by snap at the beginning of its series, the score is tied or there has been no score. RULING: Begin the second extra period with the loser of the toss at the beginning of the first extra period having the choice of the two options.
2. Other than on the try, Team B intercepts a pass or fumble for a touchdown or recovers a fumble or a backward
38
University Interscholastic League pass and scores a touchdown. RULING: Period and game are ended, and Team B is the winner. *See substitute example on previous page regarding positive points exception.
3. During the first series of a period, Team B intercepts a pass or fumble or recovers a fumble or a backward pass and does not score a touchdown. RULING: Team A series ended and Team B, which becomes Team A, starts its series of that period.
4. During the first series of a period, Team A attempts a field goal and the kick is blocked. Team A recovers the kick, which never was beyond the neutral zone, and runs for a touchdown. RULING: Six points for Team A, and Team B begins its series of the period after the try.
5. Team A attempts a field goal and the kick is blocked. Team A recovers the kick, which never was beyond the neutral zone, and runs for a first down. RULING: Team A’s ball, first and 10.
6. Team A attempts a field goal on first, second or third down, and the kick is blocked. Team A recovers the kick, which never crossed the neutral zone, and does not gain a first down. RULING: Team A’s ball, next down.
7. Team A attempts a field goal and the kick is blocked. Team B recovers the kick and runs it into Team A’s end zone. RULING: Touchdown, game is ended. *See substitute example on previous page regarding positive points exception.
8. During the first series of a period, Team B—after gaining possession—loses possession to Team A, which scores a touchdown. RULING: The score counts, and Team B begins its series of the period after the try.
9. During the first series of a period, Team B—after gaining possession—loses possession to Team A, which fails to score a touchdown. RULING: Team A series is ended, and Team B begins its series of that period.
10. During the first series of a period, Team A fumbles into Team B’s end zone on a second down of a series. Team B recovers and downs the ball in its end zone. RULING: Team A series of that period is ended. Team B series of the period begins.
11. During the first series of a period, B10 intercepts a forward pass on his three-yard line and downs the ball in his end zone (no momentum involved). RULING; Score two points for Team A. Team A’s series is over. Team B will put the ball in play, first and 10 on the 25-yard line at the same end of the field.
12. Team A’s field-goal attempt is untouched beyond the neutral zone until it is muffed by B17 at the five-yard line. A75 recovers at the three-yard line. RULING: First down for Team A at the three-yard line.
f. Scoring: The team scoring the greater number of points during the regulation and extra periods shall be declared the winner. There shall be an equal number of series, as defined in (e) above, in each extra period. Beginning with the third extra period, teams scoring a touchdown must attempt a two-point try. A one-point try by Team A (although not illegal) will not score a point.
EXAMPLES: 1. On the first possession of a period, Team A scores a touchdown. On the try, Team B intercepts a pass and returns it for a two-point touchdown. RULING: Team B is awarded the ball on the 25-yard line to start its series of the period with the overtime score 6-2. 2. If a touchdown is scored that determines the winning team in an extra period and proper notification has been provided, the scoring team may elect to play the try down. If the team on defense refuses to play the try down, the Referee shall award the number of points the team could have scored had the defense played the try down. g. Fouls after Team B possession:
1. Distance penalties by either team are declined by rule in extra periods (Exceptions: Dead-ball fouls and live-ball fouls penalized as dead-ball fouls).
2. Scores by fouling teams are canceled.
2015-16 District Executive Committee Athletic Handbook
39
3. If there are offsetting fouls, whether one or both occur after Team B possession, the down is not replayed.
EXAMPLES: 1. After the end of the first series of a period by Team A, Team B commits a dead-ball foul. RULING: Team B starts its series on the 40-yard line, first and 10.
2. During the first series of a period, Team A passes and a Team A back is illegally in motion during the down. The pass is intercepted, and Team B commits a foul before scoring a touchdown. RULING: Score not allowed. The series is ended, and Team B begins its series on the 25-yard line.
3. During the second series of a period, Team B intercepts a pass and runs for a touchdown. During the run, Team B clips at midfield. RULING: Nullify the score, and if the score is tied, the next period will start with first and 10 at the 25-yard line.
h. Timeouts: Each team shall be allowed one timeout for each extra period. Timeouts not used during the regulation periods may not be carried over into the extra period(s). Unused extra-period timeouts may not be carried over to other extra periods. Timeouts between periods shall be charged to the succeeding period.
40
University Interscholastic League
~ Questions and Answers ~
1. Must the District Executive Committee assess a penalty when a rule is violated?
2. Does a reprimand mean a school cannot win district honors?
Answer: No. An individual is eligible even though the parents do not live in the school district, if that individual: 1) has been continuously enrolled in and regularly attending the school for at least the previous year; 2) did not receive any inducement; 3) is in compliance with written transfer and admission policies of the local school district; and 4) is paying his own way (at the going rate within that community) if he is not living with relatives; providing his own transportation if he is living outside the attendance zone.
8. When students move to a new school with their parents, when do they become eligible?
Answer: A student’s eligibility is determined by the residence of his/her parents. If the parents do not make the corresponding move into the new school district or attendance zone or do not meet the criteria of residence (Section 442 (h)) the student will not be eligible for varsity athletics unless a parent resident waiver is approved by the UIL Waiver Officer.
7. Does a student automatically become ineligible when his parents move out of the school district?
Answer: The District Executive Committee may permit varsity district games/matches postponed by weather or public disaster (not including illness) to be played as an exception to UIL calendar week limitations, and only one school night per school week rule provided they are rescheduled on the next date, other than Sunday, on which another district game is not scheduled. In the event weather or public disaster forces the makeup game to be rescheduled it shall be rescheduled on the next date as described earlier. These makeup games may be played as exceptions to the school week and calendar week limitations.
6. Is a student, who moves from School A to School B without his parents, eligible?
Answer: The District Executive Committee should determine (prior to the season) if those games will count on UIL standing.
5. What happens when icy roads prevent scheduled district varsity games from being played?
Answer: To approve the playing of a district basketball game prior to December 15.
4. Does a defeat by a team which has been disqualified for district honors count in UIL standing?
Answer: No. A reprimand serves as a reminder that a rule has been violated, and, if other violations occur, a harsher penalty may be applied next time.
3. When do District Executive Committee votes have to be unanimous?
Answer: Yes. Example: A school reports to the District Executive Committee that it inadvertently violated a rule. The District Executive Committee can assess a penalty from the range listed in Section 29.
Answer: Students become eligible immediately, provided the previous athletic participation forms (PAPF) are satisfactorily completed, and students enter school prior to the sixth class day of the current school year. The “15day rule” (see Section 440(g)), applies to all students entering school after the sixth class day of the current school year.
9. What happens when a game official is mistreated (extreme verbal abuse, touched, hit, etc.) by a player, coach, or fan?
Answer: Notification to the UIL office shall occur immediately. Schools must follow-up with a written report. The State Executive Committee has jurisdiction and sets penalties in cases of this nature. Each case will be thoroughly reviewed by this committee and League officials. Schools are asked to submit a report regarding their
2015-16 District Executive Committee Athletic Handbook
41
follow-up actions to eliminate any future incidents.
10. Do seniors have any exceptions to UIL rules?
11. Do all students, who change schools, need a Previous Athletic Participation Form (PAPF)?
Answer: The District Executive Committee may verify or dispute in writing assertions made in the statement by communicating with the Waiver Officer. The Waiver Officer shall send the applicant a copy of any communication received from the District Executive Committee.
17. Who can appeal the decision of the Waiver Officer?
Answer: The only rules which may be waived are the residence rule and the four-year rule. The Waiver Officer at the UIL may waive the residence rule or four year rule if the circumstances that caused the student to be ineligible were caused by involuntary and/or unavoidable action such that the student could not reasonably be expected to comply with the rules. Copies of materials (except confidential materials) must be sent to the District Executive Committee chairman by the Waiver Officer.
16. May the District Executive Committee challenge the request for waiver?
Answer: See Section 29 of the Constitution and Contest Rules. Review the entire section before taking action.
15. May rules be waived?
Answer: The State Executive Committee could disqualify all district representatives from participating in the playoffs.
14. What penalties may the District Executive Committee assess?
Answer: No. The District Executive Committee does not have the authority to set aside rules or to make regulations in the Constitution and Contest Rules more restrictive than those listed in the Constitution and Contest Rules .
13. If the District Executive Committee chooses to set aside a UIL rule what are the consequences?
Answer: Yes. Any new student in grade 9-12 who represented a school in practice or contest in any non-varsity or varsity athletic event in grades 8-12 needs the “PAPF” form completed if they will participate at the varsity level in any sport for the new school. If the student did not participate the form should be appropriately checked. The form needs to be sent back to the former school regardless of location of that school.
12. Does a District Executive Committee have the authority to set aside League rules?
Answer: No. Senior students must comply with all UIL eligibility rules.
Answer: The applicant, the parent or guardian of the applicant, or any superintendent may request a review of the decision of the Waiver Officer. See Section 466 of the UIL Constitution and Contest Rules.
18. When a student athlete is not listed on the eligibility blank or the PAPF is not completed before the athlete participates in a varsity contest does the school have to forfeit contests?
Answer: Not unless the student was actually ineligible. The committee may assess the minimum penalty of reprimand to the school. See Section 1205 (b) and (d) of the UIL Constitution and Contest Rules.
All conferences
0 tournaments and 27 matches or 1 tournament and 25 matches or 2 tournaments and 23 matches or 3 tournaments and 21 matches 7 tournaments
All conferences
All conferences
All conferences
4A, 5A, 6A
All conferences
All conferences
4A, 5A, 6A
1A-4A & 5A, 6A w/no spring training 5A, 6A w/spring training All Conferences
All conferences
All conferences
All conferences
All conferences
Conference
7 meets
7 tournaments total (Team & Individual combined)
7 tournaments total (Team & Individual combined)
0 tournaments and 19 games or 1 tournament and 17 games or 2 tournaments and 15 games or 3 tournaments and 13 games 0 tournaments and 23 games or 1 tournament and 20 games or 2 tournaments and 17 games or 3 tournaments and 14 games 7 meets
7 tournaments
10 games
0 tournaments and 23 games or 1 tournament and 20 games or 2 tournaments and 17 games or 3 tournaments and 14 games 0 tournaments and 25 games or 1 tournament and 23 games or 2 tournaments and 21 games or 3 tournaments and 19 games 0 tournaments and 25 games or 1 tournament and 23 games or 2 tournaments and 21 games or 3 tournaments and 19 games 7 meets
Number of Contests Allowed
Year round
Year round 8/3/15
Year round
Year round
Year round
1/22/16
11/30/15
8/10/15 Year round
Year round 8/3/15
10/28/15
10/21/15
First Day of Practice 1/29/16
2/6/16**
11/1*
4/16/16**
4/13/16**
10/20/15*
1/30/16**
4/26/16*
3/22/16*
4/6/16**
11/7/15*
10/20/15**
2/20/16*
2/13/16*
District Certification Deadline 5/3/16*
2/18-2/20/2016
11/18-11/21/2015
5/12-5/14/2016
5/16-5/17/2016
11/11-11/12/2015
2/19-2/20/2016
6/1-6/4/2016
4/13-4/16/2016
12/12/15 – 1A (DI & DII) 12/17-12/19/15—2A-6A (DI & DII) 4/25-4/29/2016
11/7/2015
3/10-3/12/2016
3/3-3/5/2016
6/8-6/11/16
Date(s) of State Championship
** District chair is responsible for submitting the district results directly to the next level of competition (area or regional director); please do not send to the UIL office.
* District chair is responsible for submitting the district certification form online (via UIL website).
Wrestling (Girls & Boys)
TennisIndividual (Girls & Boys) Track & Field (Girls & Boys) Volleyball (Girls)
Swimming & Diving (Girls & Boys) Team Tennis (Girls & Boys)
Softball (Girls)
Soccer (Girls & Boys)
Golf (Girls & Boys)
Cross Country (Girls & Boys) Football (Boys)
Basketball (Boys)
Basketball (Girls)
Baseball (Boys)
Sport
2015-16 Sport Season Dates and Game/Tournament Limits
42 University Interscholastic League
2015-16 District Executive Committee Athletic Handbook
43
www.uiltexas.org @uiltexas
/uiltexas
#UILState
@uiltexas
Summer Strength and Conditioning Program Regulations The UIL allows schools and school coaches to conduct strength and conditioning programs for students in grades 7-12 from their attendance zone for a total of six weeks under the following conditions: 1. Limitations: Sessions may be conducted from the first day of summer vacation until the second Monday in August. A session shall be no more than two consecutive hours per day, Monday through Thursday, and a student shall attend no more than one session of supervised instruction per day for a total of six weeks. 2. Activities Allowed: The sessions shall include only strength and conditioning instruction and exercises. No specific sports skills shall be taught and no specific sports equipment, such as balls, dummies, sleds, contact equipment, etc., shall be used. School shorts, shirts and shoes may be provided by the school (local school option). 3. Attendance: Attendance in a maximum of one session per day shall be voluntary and not required in order to try out for or participate in any UIL activity. Attendance records shall be kept, however, students shall not be required or allowed to make up missed days or workouts. 4. Fees: Fees, if any, shall be established by the superintendent and collected by the school. Any payment to coaches shall be from the school and from no other source. Important points to remember for coaches, athletes and parents are as follows:
Strength and conditioning sessions may be held after the last official day of school until the second Monday in August. Sessions may be conducted by school coaches only on Monday through Thursday of each week. Sessions conducted by coaches shall be no more than two consecutive hours per day. A student shall not attend more than one two-hour session (conducted by a school coach) per day. Sessions conducted by school coaches shall only include students who are incoming seventh graders or above from their attendance zone. Sessions shall include only strength and conditioning instruction and exercises. Sport specific skill instruction is prohibited. Sports specific equipment (balls, dummies, sleds, contact equipment) is prohibited. School shirts, shorts and shoes may be provided by the school (local school option). Attendance shall be voluntary. Coaches shall not require athletes to attend in order to try out for or participate in any UIL sport. Attendance records shall be kept, however students shall not be required or allowed to make up missed days. Students may work out on their own, without direction of the school coach. Fees, if any, shall be established and approved by the superintendent and collected by the school. Any payment for conducting strength and conditioning sessions to school coaches who instruct students from their attendance zone shall be from the school and no other source. Schools must take administrative care to prohibit an athlete from working with one school coach for two hours and a separate school coach for another two hours.
2016-17 UIL Rule Changes GENERAL •
Alter the one-year consecutive enrollment exception to member charter school students who have been placed on a waiting list.
•
Allow an exception to the 15-day rule for dependents of active duty military personnel.
•
Set the number of teams advancing to the playoffs at two (2) teams per district for the smaller conference when two complete conferences are combined for play during the regular season and then advance to separate conference brackets for the playoffs. (1A Baseball and 1A Softball)
•
Change to the athlete amateur rule to ease restrictions on athletes being able to receive reasonable fees for coaching, teaching, or officiating.
•
Allow intra-district transfer participation opportunities when the school attended does not offer UIL participation opportunities.
•
Allow a one time only intra-district transfer students’ immediate eligibility for one sport not offered at the previous school when transferring for athletic purposes.
•
Provide Sports Officials an increase in the fee schedule.
•
Allow schools to contribute to a second major award.
•
Allow schools to provide transportation for college visits.
•
Continue the pilot program for Spirit.
•
Continue the pilot for 5A and 6A three-day tryout period in May for sixth graders.
FOOTBALL •
Extend the pilot program providing home field advantage to the higher seed in the first round of the 2016 6A football playoffs.
VOLLEYBALL •
Amend the volleyball dates for practice, scrimmages, and matches.
CROSS COUNTRY •
Allow participants to practice on Sunday, on their own, if regional cross-country are scheduled on a Monday.
TEAM TENNIS •
Change the team composition for beginning a match to a minimum of six boys and six girls instead of 7.
SWIMMING AND DIVING •
Increase the number of qualifiers from 16 to 24 participants from each event from the regional meet to the state meet.
BASEBALL and SOFTBALL •
Create a pilot program for 1A baseball and 1A softball. This pilot program would create a separate state championship bracket for Conference 1A baseball & 1A softball. 1A baseball and 1A softball will be in districted together for the regular season, but advance to separate brackets for the playoffs.
•
Allow loss of school time in the post season for first game of two out three elimination series.
SOCCER •
Allow schools in conference 3A to play up in the 4A conference.
TRACK AND FIELD •
Allows the contestant to choose from any three running events without restriction to the distance of the races.
JUNIOR HIGH •
Alter language in number of days allowed for practice, scrimmages, and games.
Unless noted otherwise, effective August 1, 2016.
Charitable Cause Guidelines The UIL has received numerous requests from member schools to support various charitable causes in conjunction with high school athletic events. The UIL is supportive of these initiatives and has developed guidelines in regards to an athletic competition being held in the name of a charitable cause. Each school participating must be in agreement to allow any of the modifications to the rules. Schools may host a contest in recognition of a charitable cause under the following conditions: 1. The contest of competition may be held during any one week of the designated sport season (to be determined by each individual school). 2. No exceptions will be allowed to NFHS or NCAA uniform rule. a. No jerseys or uniforms will be allowed for contest that do not represent the school colors. b. A commemorative ribbon of non-school color may be worn on the jersey or schoolissued uniform. 3. Officials may be allowed to use a colored whistle or modified uniform in accordance with UIL guidelines. 4. Colored game balls will not be allowed, however they may be used during any warm-up period prior to the contest.
Page 1
Revised 07/01/2015
Duplicate extra copies for use by your school.
University Interscholastic League
VARSITY TEAM SPORT ELIGIBILITY FORM
Check Sport:
School Address
___________________________________________________
Football
Boys' Soccer
City/Zip
___________________________________________________
Volleyball
Girls' Soccer
Superintendent _______________________________________________
Boys' Basketball
Baseball
Principal ___________________________________________________
Girls' Basketball
Girls' Softball
District Chairman _____________________________________________ Select One:
District Chairman Title and School Name __________________________
Original
Supplemental
___________________________________________________________ All students in grades 7-12 must be eligible according to academic standards of the State Board of Education and state laws. Do not list junior varsity or junior high students on this form. Only varsity teams are to be reported on certified eligibility forms. FILING: Prior to the first contest, one copy of this form is to be faxed or sent the chair of the district executive committee and retain one copy for the local school file. Do not send a copy to the University Interscholastic League. UIL no longer requires schools to submit eligibility forms to the UIL office, only to the DEC Chair. ADDITIONS: Supplements should be on their own Eligibility Form. (Copy this form before using for your initial report.) CERTIFICATION: I certify that these students are eligible under Subchapter M of the UIL Constitution and Contest Rules at the time of participation and furthermore that a Professional Acknowledgement Form is on file for the appropriate coaches/directors/sponsors. Coach's signature ____________________________________________________________________________________________________ Coach's telephone
_____________________________ School (area code + number)
_______________________________ Home (area code + number)
Superintendent's designee's signature __________________________________________________________________________________________________ Admininstrator's Telephone ____________________________ School (area code + number)
_______________________________ Home (area code + number)
If a new student in grades 9-12 participated in a sport in another school district or in another school outside your attendance zone in grades 8-12 during any previous school year, please place an "X" in the first column beside the student's name. These students must have on file a Previous Athletic Participation Form. Do not use Previously Reported (PR) when reporting students. Students must be reported by filling out all applicable blanks on all eligibility lists. Do not list managers. Please place an * next to the students name if a 19 year old rule waiver or a four year rule waiver has been approved by superintendent or UIL. Print or type (All forms must be legible. Be sure to spell names correctly.): *Indicates Waiver § Name of students - arrange alphabetically (last name, first--Do not use initials.)
X Example: *White, John
(Fill in for all Students) Birth date (month/day/year)
(Fill in for all Students) Date of first enrollment in 9th grade (month/year)
Date of enrollment this year (only fill in if student enrolls after the 6th class day).
9/2/96
8/12
9/12/15
1. 2. 3. 4. 5. (use back side for additional athletes)
Name, street address, city of parent or court appointed guardian (fill in only for students who have not been in your ISD or school attendance zone for at least one year.)
Sam White Route 2, Box 6, Buda, TX 78610
Page 2
City and School Name
Sport
Print or type (All forms must be legible. Be sure to spell names correctly.): *Indicates Waiver § Name of students - arrange alphabetically (last name, first--Do not use initials.)
(Fill in for all Students) Birth date (month/day/year)
(Fill in for all Students) Date of first enrollment in 9th grade (month/year)
Date of enrollment this year (only fill in if student enrolls after the 6th class day).
Name, street address, city of parent or court appointed guardian (fill in only for students who have not been in your ISD or school attendance zone for at least one year.)
6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Be sure the following are checked before submitting. Check List: --Both signatures are secured --Columns 1, 2, and 3 are complete for all students --Column 2 is no earlier than 9-2-96 for the 2015-16 school year. --Column 3 is no earlier than 8-2012 for the 2015-16 school year. --Sport is checked --Do Not Send Eligibility Forms to the UIL Office. UIL no longer requires schools to submit eligibility forms to the UIL Office, only to DEC chair.
UNIVERSITY INTERSCHOLASTIC LEAGUE INDIVIDUAL VARSITY SPORT ELIGIBILITY FORM
Revised 07/01/2015
Date ____________________ Fill out two copies of this form: Fax or send the original the chair of the district executive committee prior to the first contest and retain one copy for the local school files. Failure to furnish correct and complete information may constitute grounds for disqualification. Eligibility forms are not required on sub-varsity or junior high students. However, all students must also be eligible according to State Board of Education regulations and state law. Do not send a copy to the University Interscholastic League. UIL no longer requires schools to submit eligibility forms to the UIL office, only to DEC Chair. ADDITIONS: Supplements should be on their own Eligibility Form. (Copy this form before using for your initial report.) Please check the appropriate sport below. Use a separate form for each sport. School
Boys' Cross Country Boys' Golf Boys' Swimming and Diving
Address
Boys' Individual and/or Team*Tennis Boys' Track and Field
City/State/Zip
Boys' Wrestling Girls' Cross Country Girls' Swimming and Diving Girls' Track and Field Girls' Individual and/or Team*Tennis Girls' Golf
Principal
Girls' Wrestling *Individual and/or Team Tennis may be
District Chairman
only one form if school desires.
District Chairman Title and School Name
Select One:
Original
Supplemental
I certify that these students are eligible under Subchapter M of the UIL Constitution and Contest Rules at the time of participation and that a Professional Acknowledgement Form is on file for the appropriate coaches/directors/sponsors. Superintendent's or designee's signature
______________________________________
Administrator's telephone School:!! ______________________
Coach's signature ___________________________________ Home: ________________________
Print (legibly) or Type Student's Names (last name, first--Do not use initials. Be sure to spell names correctly.): Arrange Alphabetically 1.
_____________________________________________
17. _____________________________________________
2.
_____________________________________________
18. __________________________________________
3.
_____________________________________________
19. __________________________________________
4.
_____________________________________________
20. __________________________________________
5.
_____________________________________________
21. _____________________________________________
6.
_____________________________________________
22. _____________________________________________
7.
_____________________________________________
23. _____________________________________________
8.
_____________________________________________
2 4 . _____________________________________________
9.
_____________________________________________
25. _____________________________________________
10. _____________________________________________
26. _____________________________________________
11. _____________________________________________
27. _____________________________________________
12. _____________________________________________
28. _____________________________________________
13. _____________________________________________
29. _____________________________________________
14. _____________________________________________
30. _____________________________________________
15. _____________________________________________
31. _____________________________________________
16. _____________________________________________
32. _____________________________________________
USE THE
THIS FORM FOR INITIAL REPORTS . MAKE COPIES OF THIS FORM FOR SUPPLEMENTAL REPORTS SUBMITTED AFTER SEASON BEGINS .
2016-17 Sport Season Dates and Game/Tournament Limits Number of Contests Allowed 0 tournaments and 23 games or 1 tournament and 20 games or 2 tournaments and 17 games or 3 tournaments and 14 games 0 tournaments and 25 games or 1 tournament and 23 games or 2 tournaments and 21 games or 3 tournaments and 19 games 0 tournaments and 25 games or 1 tournament and 23 games or 2 tournaments and 21 games or 3 tournaments and 19 games 7 meets
All conferences
First Day of Practice 1/27/17
All conferences
10/19/16
2/11/17*
3/2-3/4/17
All conferences
10/26/16
2/18/17*
3/9-3/11/17
All conferences
10/22/16**
11/12/16
10 games
1A-4A & 5A, 6A w/no spring training 5A, 6A w/spring training All conferences
Year round 8/1/16
Sport Baseball Basketball (Girls) Basketball (Boys) Cross Country (Girls & Boys) Football Golf (Girls & Boys) Soccer (Girls & Boys) Softball Swimming & Diving (Girls & Boys) Team Tennis (Girls & Boys) TennisIndividual (Girls & Boys) Track & Field (Girls & Boys) Volleyball Wrestling (Girls & Boys)
7 tournaments
Conference
0 tournaments and 19 games or 1 tournament and 17 games or 2 tournaments and 15 games or 3 tournaments and 13 games 0 tournaments and 23 games or 1 tournament and 20 games or 2 tournaments and 17 games or 3 tournaments and 14 games 7 meets
4A, 5A, 6A
7 tournaments total (Team & Individual combined)
8/8/16 Year round
District Certification Deadline 5/2/17*
6/7-6/10/17
11/5/16* 4/13/17**
Date(s) of State Championship
12/14-12/17/16—1A-6A (DI & DII) G: 5/15-5/16/17 B: 5/22-5/23/17
11/28/16
3/18/17*
4/12-4/15/17
All conferences
1/20/17
4/25/17*
5/31-6/3/17
All conferences
Year round
1/28/17**
2/17-2/18/17
4A, 5A, 6A
Year round
10/18/16*
11/2-11/3/16
Year round
4/5/17**
5/18-5/19/17
Year round 8/1/16
4/15/17**
5/11-5/13/17
10/29/16*
11/16-11/19/16
Year round
2/11/17**
2/24-2/25/17
7 tournaments total (Team & Individual combined)
All conferences
7 meets
All conferences
0 tournaments and 27 matches or 1 tournament and 25 matches or 2 tournaments and 23 matches or 3 tournaments and 21 matches 7 tournaments
All conferences All conferences
* District chair is responsible for submitting the district certification form online (via UIL website). ** District chair is responsible for submitting the district results directly to the next level of competition (area or regional director); please do not send to the UIL office.
Previous Athletic Participation Form -‐ Page 1 (Eligibility Questionnaire for New Student Athletes in Grades 9-‐12)
The questions below will assist the UIL/school administrators in making decisions in reference to the Varsity Athletic Parent Residence Rule, Full-‐Time Student Rule, Age Rule, Four-‐Year Rule, Foreign Exchange, Amateur Athletic Status, and Changing Schools for Athletic Purposes.
Question 1 -‐ determines whether or not the student needs to complete page 2 of the Previous Athletic Participation Form. **Question 2 – a ‘yes’ answer will require further investigation to determine the student’s first opportunity to enroll or a subsequent transfer back to the student’s home attendance zone school.
Varsity Athletic Parent Residence Rule Question 3 – a check mark in the box for ‘guardian’ or ‘foster parents’ means a waiver of the residence rule is more than likely required for varsity athletic participation. Based on the answers above, contact the UIL office to discuss prior to allowing the student to participate at the varsity level in athletics. Question 4 – a check mark in the box for ‘married – living apart’ or ‘married and the student is living with one parent’ means a waiver of the residence rule is likely required for varsity athletic participation. Question 5 – a ‘yes’ answer means a waiver of the residence rule may be required for varsity athletic participation, if the student has NOT been continuously enrolled at that school for the previous calendar year. Questions 6, 7, 8 and 9 – a ‘yes’ answer to any or all of these questions needs to be investigated by the school to find out the circumstances and how they might or might not impact varsity athletic eligibility. RESIDENCE IN SCHOOL DISTRICT AND ATTENDANCE ZONE This section applies to the first calendar year of attendance in grades 9-‐12. Parent(s) in the context of this rule means parents or adoptive parents who adopted the student prior to the student’s first entry in the ninth grade. PRESUMPTION OF RESIDENCE OF STUDENT, PARENT (S), SPOUSE. The residence of a single, divorced or widowed student is presumed to be that of the parents of the student. The residence of a married student is presumed to be that of his or her spouse. GUARDIAN OF PERSON. If a student’s parents are alive but a guardian of his or her person was appointed by appropriate authority and recorded in the county clerk’s office more than one year ago, the residence of the student is presumed to be that of the guardian if the student has continuously resided with the guardian for a calendar year or more. If no legal guardianship has been taken out, three years’ residence with and support of a contestant establishes guardianship within the meaning of this rule. (Power of Attorney is NOT a recognized document for participation in varsity athletic contest.) GUARDIAN. If a student’s parents are dead and a guardian of his or her person has been appointed by appropriate authority, the residence of the student is presumed to be that of the guardian. RELATIVE; SUPPORTER. If a student’s parents are dead and a guardianship of his or her person has not been appointed, the residence of the student is presumed to be that of the grandparent, aunt, uncle, adult brother or sister or other person with whom the student is living and by whom the student is supported. CUSTODIAL. The residence of a student assigned by appropriate authority to a foster home or a home licensed by the state as a childcare boarding facility, or placed in a home by the Texas Youth Commission, is presumed to be at the home. If a student’s parent(s) move the student to a foster home in another school district, the student is not eligible, but may apply for a waiver.
DIVORCED PARENTS. The residence of a student whose parents are divorced is presumed to be that of either parent. SEPARATED PARENTS. 1. 2.
If a student’s parents separate (and are not divorced), and if one parent remains in the attendance zone where the student has been attending school, the student’s residence is presumed to be that of the parent who did not move. If a student transfers to a new school with a separated (but not divorced) parent, the student is ineligible for one calendar year, but may apply for a waiver.
Full-‐Time Student Question 10 – a ‘yes’ means the student is in violation of the full-‐time student rule and would be ineligible to participate at any level. Age Rule and Four-‐Year Rule Question 11 – a ‘yes’ answer means the student is in violation of the Four Year Rule and not eligible for varsity participation. Contact the UIL office to inquire on the process for applying for a waiver of the Four Year Rule. Question 12 – a ‘yes’ answer to this question needs to be investigated. UIL rule prohibit students from repeating grades for athletic purposes. Question 13 – a ‘yes’ answer means the student is in violation of the Age Rule and not eligible for varsity athletic participation. Contact the UIL office to see if the student could qualify for a waiver of the Age Rule. Foreign Exchange Waiver Question 14 – Foreign exchange students are not eligible for varsity athletics without a waiver. Contact the UIL office for details. Amateur Athletic Status Question 15 – a ‘yes’ means the student is in violation of the amateur rule and would be ineligible to participate. Assist in Determining if Student Moved for Athletic Purposes Questions 16, 17 and 18 – Any ‘yes’ answers should be thoroughly in question to participate at the varsity level in athletics.
*The date of withdrawal from previous school and date of enrollment in new school is necessary in determining if the student has been continuously enrolled for one calendar if the answer to question 2 is ‘yes’.
*Signature on the questionnaire certifies all required annual student forms and the information provided by the parent or student is true and correct. ** If the student attended a Magnet, Charter, or Open/Choice enrollment school it will require further investigation to determine the student’s first opportunity to enroll or a subsequent transfer back to the student’s home attendance zone school.
Previous Athletic Participation Form – Page 2 If the student is NOT living with parents at the new school it is more than likely a waiver of the parent residence is required for varsity athletic participation. Contact the UIL Office. Section I – Eligibility Certification If the former address of parent/guardian is the same as the current address, a letter of explanation is REQUIRED to explain the change in schools with no change in address. If the status of previous residence is ‘vacant’ or ‘still own’, further investigation is needed. Parent/Guardian signature is required, and if witnessed by the new school administrator, notarization is not required.
• • •
Section II – New School Certification The new school superintendent or designated administrator signature signifies to his/her knowledge the student is not changing schools for athletic purposes.
•
Section III –Former School Certification and Release Questions 1-‐6 will help determine if the student is changing schools for athletic purposes. If any of questions 1-‐6 is answered ‘yes,’ a District Executive Committee hearing is required. If a hearing is required, testimony from the previous school, the student/parent and new school can be given to assist in determining eligibility. Please document the date of the hearing in this section. If questions 3, 4 or 5 are answered ‘yes’ an attachment of explanation from the previous school is required to the District Executive Committee. This section requires two signatures (former superintendent or designated administrator and former principal or coach). A student is ineligible for varsity competition until the District Executive Chair has signed the Previous Athletic Participation form.
• • • • • •
Section IV – District Executive Committee Approval Check the level of approval for competition. If approved for ‘Varsity’ level in one sport, the student is approved for ‘Varsity’ level for all sports. Check and sign the level of approval for sub-‐varsity if the student does not meet varsity eligibility requirements. Complete the District Executive Chairman’s school, conference and district. A signature of the District Executive Committee Chairman is required before the student is eligible for varsity competition, if the level of approval is ‘Varsity’. The District Executive Committee Chairman sends one copy to the student’s current school and the other copy (with supporting documentation) to the University Interscholastic League.
• • • • •
PAPF STARTS WITH SCHOOL
AFTER STUDENT HAS ENROLLED IN NEW SCHOOL
NEW SCHOOL COMPLETES AND SENDS TO FORMER SCHOOL
DEC COMMITTEE REVIEWS PAPF
TO DETERMINE VARSITY ELIGIBILITY
FORMER SCHOOL COMPLETES AND SENDS BACK TO NEW SCHOOL
NEW SCHOOL SENDS PAPF TO DISTRICT EXECUTIVE COMMITTEE CHAIR (DEC)
DEC CHAIR SENDS APPROVED COPIES TO SCHOOL AND UIL OFFICE UNIVERSITY INTERSCHOLASTIC LEAGUE MAKING A WORLD OF DIFFERENCE.
IF ALL OF SECTION 3 IS “NO”
IF ANY OF SECTION 3 IS “YES”
DEC HEARING REQUIRED
P.O. Box 8028 Austin, TX 78713-8028 www.uiltexas.org (512) 471-5883
Previous Athletic Participation Form University Interscholastic League
Page 1
Revised 08/01/14
Eligibility Questionnaire for New Student Athletes in Grades 9-12 For UIL Use Only
This Form Must be on File with School Before Participation at any Level in Grade 9-12 (To be filled out by the student and/or parent and filed with the school.)
Name of Student (print) __________________________________________________Grade _______ Birthdate ___________ Age ______ Student’s Current Address: _____________________________________________ City __________________ State ________ Zip Code ________ New School: _______________________________________ City __________________
Public
Last School of Participation: _____________________________ City ____________ State _______
Charter Public
Private School Charter
Private School
Date of enrollment in new school: _________________________ Date of withdrawal from previous school: _________________________ Has the student been continuously enrolled in the new school for one calendar year?
Yes
No
Yes
No
1. Has the student ever practiced or participated in extracurricular athletic activities (before school, after school or during an athletic period) at another school in the United States or Mexico in grades 8-12? If yes, the student must complete page 2 in addition to page 1 and both pages must be sent to the District Executive Committee Chairperson. If no, the student must complete page 1 and file with the school and/or athletic department ONLY. 2. Has the student ever enrolled or participated in a Magnet program, Charter school, Open/Choice Enrollment (within the ISD) or International Baccaluarte (IB) program in grades 9-12? If yes, please provide the name of the school ____________________________ and school year ________________. Parent Residence Rule: *Questions in this section are referring to biological parents. Reference C&CR Section 440(b) & 442. 3. Does the student live with one parent both parents guardian foster parent(s)? If the student lives with a GUARDIAN or FOSTER PARENT(S), a UIL Parent Residence waiver may be required. You MUST contact the district Athletic Director/Coordinator then contact the UIL Athletics Department at (512) 471-5883. 4. Are the parents of the student married never married married- living apart divorced deceased? If the parents are MARRIED-LIVING APART or MARRIED and the student is LIVING WITH ONE PARENT, a UIL Parent Residence waiver may be required. You MUST contact the district Athletic Director/Coordinator then contact the UIL Athletics Department at (512) 4715883. 5. Does the parent(s) of the student reside outside the attendance zone of the school the student wishes to represent? If yes, a UIL Parent Residence waiver may be required. You MUST contact the district Athletic Director/Coordinator then contact the UIL Athletics Department at (512) 471-5883. 6. Is there a change in schools but no change in address? If yes, please attach an explanation. 7. Is more than one residence owned, rented or maintained by the parents? If yes, please attach an explanation. 8. Are any members of the family still residing at the previous residence? If yes, it should be investigated prior to partictipation on the varsity level. 9. Are there other family members in grades K-12 attending a different school district other than the school district the student is now attending? Full time Student Rule: Reference C&CR Section 403. 10. Is the student enrolled in less than an average of four hours per day of instruction for either state or local high school credit? Four Year Rule and Age Rule: Reference C&CR Section 400 & 405(Four Year) & 440(c), 446 (Age). 11. Did the student first enroll in the 9th grade more than 4 years ago? The first date of enrollment in 9th grade. 12. Has the student ever repeated a grade since first entering the 7th grade? If yes, please attach an explanation. 13. Will (or was) the student 19 years of age on or before September 1 of the current school year? Foreign Exchange Rule: Reference C&CR Section 468(3). 14. Is the student a foreign exchange student? If yes, a Foreign Exchange Waiver is required for Varsity athletic participation. Amateur Athletic Rule: Reference C&CR Section 441. 15. Has the student done anything to jeopardize their amateur athletic status? Assist in Determining if student changed schools for athletic Purposes: Reference C&CR Section 443. 16. Did anyone from the new school contact the student prior to their enrollment in the new school? 17. Was the student ever prohibited from participation at the previous school? If yes, please attach an explanation. 18. Did the student play on a non-school team and is transferring to the school where members of the non-school team attend?
TO BE COMPLETED BY STUDENT, PARENT AND ADMINISTRATOR OF NEW SCHOOL It shall be the responsibility of each school to have on file the following required annual forms for each student who participates in any practice (before school, after school or during an athletic period), scrimmage or game: Preparticipation Physical Examination (for students in their first and third year of high school participation), Medical History Form, Illegal Steroid Use and Random Steroid Testing, Parent and Student Notification/Agreement Form, Acknowledgement of Rules Form, Concussion Acknowledgement Form and Sudden Cardiac Arrest Awareness Form. Incorrect or untrue information provided by the parent or student could cause ineligibility and could result in the forfeiture of contests in which the student has particpated in addition to other penalties. The following signatures certify that to the best of your knowledge, all information presented on this form is true and correct. Signature of Student
Date
Signature of Parent/Guardian
Date
Signature of New School Coach
Date
Signature of New School Administrator
Date
New School Coach Name Coach’s Email Address
Sport
Previous Athletic Participation Form University Interscholastic League
Page 2
Revised 08/01/14
All new students in grades 9-12 who have ever practiced or participated in baseball, basketball, cross country, football, golf, soccer, softball, swimming and diving, team tennis, tennis, track and field, volleyball or wrestling in grades 8-12 at another school in the United States or Mexico MUST have this form completed by the last school of participation and be approved by the District Executive Committee before they are eligible to participate at the VARSITY LEVEL at the new school. A student being continuously enrolled for one calendar year still requires a Previous Athletic Participation form before they are eligible to participate at the VARSITY LEVEL in athletics. Name of Student Student’s current address:
I.
New School:
Street
Last School of Participation:
City
State
Zip Code
ELIGIBILITY CERTIFICATION: This section should be completed by the individual(s) with whom the student is currently residing at the new school. We, the undersigned, certify that the student is in compliance with the transfer and admission policies of the local school district. This student is not changing schools for athletic purposes and was not recruited. We understand that any false or incorrect information could cause the student to be declared ineligible and could result in the forfeiture of contests in which the student has participated at the new school, in addition to other penalties. Status of previous residence? sold leased vacant still own Previous address
PARENT SIGNATURE
DATE
WITNESS FOR PARENT SIGNATURE DATE New school administrator or notary public (NOTARY SEAL) If witness is the new school administrator, notarization is not required.
II.
NEW SCHOOL CERTIFICATION: We certify that to our knowledge no one from our community has offered any inducement, directly or indirectly to the student or parents to move into our district. To the best of our knowledge this student is not changing schools for athletic purposes.
Name of New School
III.
Signature of new school superindendent or designated administrator
Date
LAST SCHOOL OF PARTICIPATION CERTIFICATION AND RELEASE: Section III must be completed for any new student in grades 9-12 who has ever participated in baseball, basketball, cross country, football, golf, soccer, softball, swimming and diving, team tennis, tennis, track and field, volleyball or wrestling in grades 8-12 at another school in the United States or Mexico before they are eligible to participate at the varsity level at the new school. Please check the appropriate responses below. If any of the questions in this section are marked ‘Yes’ a full hearing of the District Executive Committee (DEC) is required in the new district.
Yes
No
1. Was there any conflict or dissatisfaction between the student, his/her parents, and the athletic/academic supervisors at the school? 2. Was this student recruited to attend another school or was any undue influence exerted upon this student or family to change schools? 3. Did this student quit an athletic activity or program while enrolled in your school? If yes, attach explanation to DEC. 4. Was this student ever suspended or removed from your school athletic program? If yes, attach explanation to DEC. 5. Would the student be prohibited from participation in athletics had they not changed schools? If yes, attach explanation to DEC. 6. Based on your knowledge of the student and their circumstances, is this student changing schools for athletic purposes?
Print Name of Former superintendent or designated administrator
Print Name of Former principal or coach
*Signature of Former superintendent or designated administrator (* two signatures required)
AND *Signature of Former principal or coach
Last School of Participation: _______________________________
City __________________________
IV.
Date Signed
State __________
EXECUTIVE COMMITTEE APPROVAL: We certify the above named student is approved. Check the appropriate box: Varsity Sub-varsity only ( applying for a Waiver)
Any ‘Yes’ answer in Section III to questions 1-6 above requires a full hearing of the District Executive Committee (DEC) to determine the eligibility status of the student and required before applying for a Parent Residence Rule waiver. The student would be ineligible for varsity athletic participation until the DEC hears testimony from the previous school, the student/parent and the new school and makes an eligibility determination. DATE OF HEARING _____________________________ School
(School of District Executive Committee Chairman)
Conference
Signature of District Executive Committee Chairman
District No.
Date
Contact Email Address
The District Chairman makes two copies of the completed form. Send one copy to the student’s current school and the other copy to the University Interscholastic League, Box 8028, University Station, Austin, Texas, 78713. Retain the original in your file.
Department of Athletics Home Visitation Documentation Form This form shall be used to support Section 442 of the UIL Constitution and Contest Rules Date________________________________
Please Print Student Athlete’s Name:_________________________________________
Grade: _______ ID#__________________
Address Visited:_______________________________________________________________________________________
Date of Visit:___________________________________________________
Time:______________________AM of PM
Visiting Coach:_________________________________ _____________________________________________ Signature of Visiting Coach
Other School Personnel:______________________________ __________________________________________________ Signature of Other School Personnel
Campus:______________________________________
Sport:_____________________________________________
Findings:_____________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________
Individual(s) Spoken To: ______________________________ ______________________________ ______________________________
Relationship to Athlete:
Signature of Person(s) Spoken To:
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
Questions/Observations 1. Who resides at this address?______________________________________________________________________ 2.
Does the student live there? __________Yes __________No
3.
Do all members of his immediate family live there? __________Yes __________No
4.
Do his/her parents have another address? __________Yes __________No
5.
Does the student have personal effects in the residence? __________Yes __________No (clothing, designated area to sleep/study, books) Circle items(s) Do his/her parents have personal effects in the residence? __________Yes __________No (furniture, clothing, pictures, etc.) Circle item(s) Do the parents have proof of address for this residence? __________Yes __________No (current rent receipt, mortgage statement, utility bill, voter registration card, valid driver’s license) Circle item(s)
6.
7.
Signature of Athletics Coordinator
Date
Signature of Principal
Dallas Independent School District Department of Athletics Report for Regaining Eligibility
Student’s Name:_______________________________ I.D.#:______________ School:_________________ Six-Weeks:______ Date:__________
Subject
Required Signatures (after verification):
Course Number
______________________ Head Coach
Last Six-Wks. Grade
3-Week Grade
________________________ Athletic Coordinator or Assistant Coordinator
Teacher’s Name (Please Print)
Teacher’s Signature
Student-athletes can regain their eligibility on the 2nd, 3rd, 4th, 5th, and 6th six-weeks by passing all courses on the 3rd week following a failed six-week course. Once they pass all classes and complete this form, they can begin playing in games on the last day of the 4th week at the end of the school day. Please keep this form on file with campus Athletic Coordinator for verification. Revised 8/2/2016
Text of Amendment to 19 TAC Chapter 74. Curriculum Requirements Subchapter C. Other Provisions §74.30. Identification of Honors Courses. (a) The following are identified as honors classes as referred to in the Texas Education Code, §33.081(d)(1), concerning extracurricular activities: (1) all College Board advanced placement courses and International Baccalaureate courses in all disciplines; (2) English language arts: high school/college concurrent enrollment classes that are included in the "Community College General Academic Course Guide Manual (Part One)"; (3) Languages other than English: high school/college concurrent enrollment classes that are included in the "Community College General Academic Course Guide Manual (Part One)," and languages other than English courses Levels IV-VII; (4) Mathematics: high school/college concurrent enrollment classes that are included in the "Community College General Academic Course Guide Manual (Part One) " and Precalculus; (5) Science: high school/college concurrent enrollment classes that are included in the "Community College General Academic Course Guide Manual (Part One)"; and (6) Social studies: Social Studies Advanced Studies, Economics Advanced Studies, and high school/college concurrent enrollment classes that are included in the "Community College General Academic Course Guide Manual (Part One)." (b) Districts may identify additional honors courses in the subject areas of English language arts, mathematics, science, social studies, economics, or a language other than English for the purpose of this section, but must identify such courses prior to the semester in which any exemptions related to extracurricular activities occur. (c) Districts are neither required to nor restricted from considering courses as honors for the purpose of grade point average calculation. The amendment above, adopted by the State Board of Education, modifies the definition of advanced courses and aligns the rule with newly amended Texas Education Code, §33.081, which narrows the number of courses that may be exempt from "No Pass, No Play" requirements. The amendment was adopted with no changes from what was published as proposed. The courses referenced in section (b) above do not have to be submitted to the University Interscholastic League, they may be maintained at the local school district level. Source: The provisions of this §74.30 adopted to be effective September 1, 1996, 21 TexReg 4311; amended to be effective September 1, 1998, 23 TexReg 5675; amended to be effective June 23, 2008, 33 TexReg 4883. Effective Date: June 23, 2008.
College Athletic Eligibility Resources Most of the colleges that students wish to attend are affiliated with one of the major intercollegiate athletic associations. There are three main associations: the National Collegiate Athletic Association (NCAA), the National Association of Intercollegiate Athletics (NAIA), and the National Junior College Athletic Association (NJCAA). All of these athletic associations impose certain eligibility rules and standards.
NCAA (National Collegiate Athletic Association) The NCAA is the largest association, and is in charge of all areas of athletics for four-year colleges including recruiting, eligibility, and financial aid. Colleges affiliated with the NCAA are ranked as either Division I, II, or III schools, with Division I being the most competitive, made up of larger colleges and universities, and offering athletic scholarships. Division II is less competitive and generally made up of smaller schools, but still offers athletic scholarships. Division III does not offer athletic scholarships. The NCAA regulates the maximum number of scholarships that colleges can award in each sport. The number varies by Division. The number also varies by college, because they are not required to give out the maximum number of scholarships. You’ll need to contact individual colleges to find out how many scholarships they intend to award. The NCAA also imposes strict high school academic rules for student-athletes who wish to continue playing their sport in college. There are core course requirements that must be fulfilled before you are allowed to play at Division I or II schools in your freshman year. There is also a minimum combination of GPA and standardized test scores that you must achieve. NCAA Eligibility Center: Recruiting Calendars http://www.ncaa.org/student-athletes/resources/recruiting-calendars/2014-15-recruitingcalendars Recruiting Overview Chart http://www.ncaa.org/sites/default/files/Division%20I%20Recruiting%20Overview%20Chart2014. pdf NCAA Eligibility Center Quick Reference Guide http://fs.ncaa.org/Docs/eligibility_center/Quick_Reference_Sheet.pdf
College Athletic Eligibility Resources
NAIA (National Association of Intercollegiate Athletics) The NAIA, is a governing body of small athletics programs that are dedicated to character-driven intercollegiate athletics. Since 1937, the NAIA has administered programs and championships in proper balance with the overall college educational experience. The student-athlete is the center of all NAIA experiences. Each year more than 60,000 student-athletes have the opportunity to play college sports at NAIA member institutions. The seed of the NAIA began in 76 years ago with the tipoff of a men's basketball tournament in Kansas City that has become the longest running event in college basketball. Out of the tournament grew the NAIA, an association that has been an innovative leader. The NAIA was the first collegiate athletics association to invite historically black institutions into membership and the first to sponsor both men’s and women’s national championships. Through Champions of Character, the NAIA seeks to create an environment in which every student-athlete, coach, official and spectator is committed to the true spirit of competition through five core values. NAIA Eligibility Center: Determining eligibility based on academic work & additional information http://www.playnaia.org/page/eligibility.php Guide for College-Bound Student-Athlete http://www.playnaia.org/d/NAIA_GuidefortheCollegeBoundStudent.pdf Frequently Asked Questions http://www.playnaia.org/page/faqs.php
Eligibility The NAIA Eligibility Center will determine your eligibility based on your academic record and additional information you provide. Here’s how it works:
High School Students If you will graduate from high school this spring and enroll in college this coming fall, the requirements are simple. High school graduation, plus two out of three of these requirements — Achieve a minimum of 18 on the ACT or 860 on the SAT (Critical Reading and Math only.) — Achieve a minimum overall high school GPA of 2.0 on a 4.0 scale. — Graduate in the top half of your high school class.
Early Decisions for High School Seniors Students who have completed their junior year of high school with an overall 3.00 GPA on a 4.00 scale OR students who have completed the first half of senior year with an overall 2.5 GPA on a 4.00 scale, plus the minimum test scores required (18 ACT or 860 SAT), may receive an eligibility decision prior to high school graduation. To receive an early decision, register with the NAIA Eligibility Center, have your high school send official transcripts to the Eligibility Center and contact ACT or SAT to have their test scores sent directly (the NAIA code is 9876 with ACT and SAT).
College Athletic Eligibility Resources
NJCAA (National Junior College Athletic Association) The purpose of the NJCAA shall be to promote and foster junior college athletics on intersectional and national levels so that results will be consistent with the total educational program of its members. Members eligible to join the NJCAA shall consist of two year colleges and institutions accredited by the appropriate state and/or regional accrediting agency. Opportunity for student-athletes to participate in structured conferences, Regional Tournaments, and National Championships, providing increased exposure and publicity. The NJCAA has nationwide exposure and support with several National Organizations--the United States Olympic Committee, American Association of Community and Junior Colleges, Women's Sports Foundation, USA Basketball, Track/Field, and Swimming to name a few. NJCAA Eligibility Corner: Eligibility Rules Pamphlet http://www.njcaa.org/njcaaforms/150521_2_StudentAthlete%20Eligibility%20Rules%20Pamphlet.pdf Information for a Prospective NJCAA Student-Athlete http://www.njcaa.org/eligibility/Prospective%20student%20brochure%201415%20(revised%203-30-2015).doc.pdf Frequently Asked Questions http://eligibilitycorner.njcaa.org/2015/04/09/prospective-student-athletes-frequently-askedquestions/
Information for a Prospective Student-Athlete The National Junior College Athletic Association (NJCAA) is committed to providing quality athletic opportunities to enhance the entire collegiate learning experience for its students. The Association and its member colleges strive to provide equal opportunities for all concerned student-athletes. The Association is sensitive to the special needs and circumstances of the TwoYear College student while keeping within the high academic standards of our 525 member institutions.
General Information Q: Does a student have to have graduated from a high school in the United States in order to participate in athletics at an NJCAA member college? A: No, participation in the NJCAA is in no way reliant on or restricted in any manner based on where a recruit attended and graduated high school. Student-athletes in the NJCAA must be high school graduates or equivalent but where they received their credentials does not play a factor in their ability to participate on any of the NJCAA’s certified sports. Q: What sports are sponsored by the NJCAA? A: The NJCAA provides opportunities for participation, including National Championships, for student-athletes in the following sports: Fall Baseball, Spring Baseball, Basketball, Bowling, Cross Country, Football, Fall Golf, Spring Golf, Half Marathon, Ice Hockey, Indoor Track and Field, Spring Lacrosse, Fall Lacrosse, Outdoor Track and Field, Fall Softball, Spring Softball, Fall Soccer, Spring Soccer, Swimming & Diving, Fall Tennis, Spring Tennis, Fall Volleyball, Spring Volleyball and Wrestling. Q: Whose rules do I abide by? A: Students participating on an intercollegiate level in any one of the certified sports of the NJCAA shall conform to the requirements of the NJCAA Rules of Eligibility, the rules and regulations of the conference with which the college is affiliated, and also the rules of the college at which the students are attending and participating. Q: How do I determine my initial eligibility? A: Due to the unique academic and athletic situation of each individual, and the complexity of the NJCAA eligibility rules, it is recommended that each potential student-athlete discuss their athletic eligibility with the athletic personnel at the NJCAA college where they have chosen to attend. Should the athletic staff have any questions in determining an individual's eligibility, the college may contact the NJCAA National Office for assistance.
NCAA ELIGIBILITY CENTER QUICK REFERENCE GUIDE
NCAA Division I Initial-Eligibility Requirements Core Courses: (16)
Initial full-time collegiate enrollment before August 1, 2016: o Sixteen (16) core courses are required (see chart below for subject-area requirements). Initial full-time collegiate enrollment on or after August 1, 2016: o Sixteen (16) core courses are required (see chart below for subject-area requirements). Ten (10) core courses completed before the seventh semester; seven (7) of the 10 must be in English, math or natural/physical science. These courses/grades are "locked in" at start of the seventh semester (cannot be repeated for grade-point average [GPA] improvement to meet initial-eligibility requirements for competition). o Students who do not meet core-course progression requirements may still be eligible to receive athletics aid and practice in the initial year of enrollment by meeting academic redshirt requirements (see below).
Test Scores: (ACT/SAT)
Students must present a corresponding test score and core-course GPA on the sliding scale (see Page No. 2). o SAT: critical reading and math sections. Best subscore from each section is used to determine the SAT combined score for initial eligibility. o ACT: English, math, reading and science sections. Best subscore from each section is used to determine the ACT sum score for initial eligibility. All ACT and SAT attempts before initial full-time collegiate enrollment may be used for initial eligibility. Enter 9999 during ACT or SAT registration to ensure the testing agency reports your score directly to the NCAA Eligibility Center. Test scores on transcripts will not be used.
Core Grade-Point Average:
Only core courses that appear on the high school's List of NCAA Courses on the NCAA Eligibility Center's website (www.eligibilitycenter.org) will be used to calculate your core-course GPA. Use this list as a guide. Initial full-time collegiate enrollment before August 1, 2016: o Students must present a corresponding test score (ACT sum score or SAT combined score) and core-course GPA (minimum 2.000) on Sliding Scale A (see Page No. 2). o Core-course GPA is calculated using the best 16 core courses that meet subject-area requirements. Initial full-time collegiate enrollment on or after August 1, 2016: o Students must present a corresponding test score (ACT sum score or SAT combined score) and core-course GPA (minimum 2.300) on Sliding Scale B (see Page No. 2). o Core-course GPA is calculated using the best 16 core courses that meet both progression (10 before seventh semester; seven in English, math or science; "locked in") and subject-area requirements.
DIVISION I Core-Course Requirement (16) 4 3 2 1 2 4
years of English years of math (Algebra I or higher) years of natural/physical science (1 year of lab if offered) year of additional English, math or natural/physical science years of social science years of additional courses (any area above, foreign language or comparative religion/philosophy)
DIVISION I – 2016 Qualifier Requirements *Athletics aid, practice, and competition 16 core courses o Ten (10) core courses completed before the start of seventh semester. Seven (7) of the 10 must be in English, math or natural/physical science. "Locked in" for core-course GPA calculation. Corresponding test score (ACT sum score or SAT combined score) and core-course GPA (minimum 2.300) on Sliding Scale B (see Page No. 2). Graduate from high school.
DIVISION I – 2016 Academic Redshirt Requirements *Athletics aid and practice (no competition)
16 core courses o No grades/credits "locked in" (repeated courses after the seventh semester begins may be used for initial eligibility). Corresponding test score (ACT sum score or SAT combined score) and core-course GPA (minimum 2.000) on Sliding Scale B (see Page No. 2). Graduate from high school.
Sliding Scale A Use for Division I prior to August 1, 2016
NCAA DIVISION I SLIDING SCALE Core GPA 3.550 & above 3.525 3.500 3.475 3.450 3.425 3.400 3.375 3.350 3.325 3.300 3.275 3.250 3.225 3.200 3.175 3.150 3.125 3.100 3.075 3.050 3.025 3.000 2.975 2.950 2.925 2.900 2.875 2.850 2.825 2.800 2.775 2.750 2.725 2.700 2.675 2.650 2.625 2.600 2.575 2.550 2.525 2.500 2.475 2.450 2.425 2.400 2.375 2.350 2.325 2.300 2.275 2.250 2.225 2.200 2.175 2.150 2.125 2.100 2.075 2.050 2.025 2.000
SAT
Verbal and Math ONLY
400 410 420 430 440 450 460 470 480 490 500 510 520 530 540 550 560 570 580 590 600 610 620 630 640 650 660 670 680 690 700 710 720 730 730 740-750 760 770 780 790 800 810 820 830 840-850 860 860 870 880 890 900 910 920 930 940 950 960 960 970 980 990 1000 1010
ACT Sum
Sliding Scale B Use for Division I beginning August 1, 2016
NCAA DIVISION I SLIDING SCALE Core GPA
37 38 39 40 41 41 42 42 43 44 44 45 46 46 47 47 48 49 49 50 50 51 52 52 53 53 54 55 56 56 57 58 59 59 60 61 62 63 64 65 66 67 68 69 70 70 71 72 73 74 75 76 77 78 79 80 80 81 82 83 84 85 86
3.550 3.525 3.500 3.475 3.450 3.425 3.400 3.375 3.350 3.325 3.300 3.275 3.250 3.225 3.200 3.175 3.150 3.125 3.100 3.075 3.050 3.025 3.000 2.975 2.950 2.925 2.900 2.875 2.850 2.825 2.800 2.775 2.750 2.725 2.700 2.675 2.650 2.625 2.600 2.575 2.550 2.525 2.500 2.475 2.450 2.425 2.400 2.375 2.350 2.325 2.300 2.299 2.275 2.250 2.225 2.200 2.175 2.150 2.125 2.100 2.075 2.050 2.025 2.000
For more information, visit www.eligibilitycenter.org or www.2point3.org.
[Type text]
SAT
ACT Sum
Verbal and Math ONLY
400 410 420 430 440 450 460 470 480 490 500 510 520 530 540 550 560 570 580 590 600 610 620 630 640 650 660 670 680 690 700 710 720 730 740 750 760 770 780 790 800 810 820 830 840 850 860 870 880 890 900 910 910 920 930 940 950 960 970 980 990 1000 1010 1020
37 38 39 40 41 41 42 42 43 44 44 45 46 46 47 47 48 49 49 50 50 51 52 52 53 53 54 55 56 56 57 58 59 60 61 61 62 63 64 65 66 67 68 69 70 70 71 72 73 74 75 76 76 77 78 79 80 81 82 83 84 85 86 86
NCAA ELIGIBILITY CENTER QUICK REFERENCE GUIDE
Division II Initial-Eligibility Requirements Core Courses
Division II currently requires 16 core courses. See the chart below. Beginning August 1, 2018, to become a full or partial qualifier for Division II, all college-bound student-athletes must complete the 16 core-course requirement.
Test Scores
Division II currently requires a minimum SAT score of 820 or an ACT sum score of 68. Beginning August 1, 2018, Division II will use a sliding scale to match test scores and core-course grade-point averages (GPA). The sliding scale for those requirements is shown on Page No. 2 of this sheet. The SAT score used for NCAA purposes includes only the critical reading and math sections. The writing section of the SAT is not used. The ACT score used for NCAA purposes is a sum of the following four sections: English, mathematics, reading and science. When you register for the SAT or ACT, use the NCAA Eligibility Center code of 9999 to ensure all SAT and ACT scores are reported directly to the NCAA Eligibility Center from the testing agency. Test scores that appear on transcripts will not be used.
Grade-Point Average
Be sure to look at your high school’s List of NCAA Courses on the NCAA Eligibility Center's website (www.eligibilitycenter.org). Only courses that appear on your school's approved List of NCAA Courses will be used in the calculation of the core GPA. Use the list as a guide. The current Division II core GPA requirement is a minimum of 2.000. Division II core GPA required to be eligible for competition on or after August 1, 2018, is 2.200 (corresponding testscore requirements are listed on the Sliding Scale on Page No. 2 of this sheet). The minimum Division II core GPA required to receive athletics aid and practice as a partial qualifier on or after August 1, 2018, is 2.000 (corresponding test-score requirements are listed on the Sliding Scale on Page No. 2 of this sheet). Remember, the NCAA core GPA is calculated using NCAA core courses only. DIVISION II 16 Core Courses 3 2 2
3
2 4
years of English. years of mathematics (Algebra I or higher). years of natural/physical science (1 year of lab if offered by high school). years of additional English, mathematics or natural/physical science. years of social science. years of additional courses (from any area above, foreign language or comparative religion/philosophy).
DIVISION II COMPETITION SLIDING SCALE
DIVISION II PARTIAL QUALIFIER SLIDING SCALE
Use for Division II beginning August 1, 2018
Use for Division II beginning August 1, 2018
Core GPA 3.300 & above 3.275 3.250 3.225 3.200 3.175 3.150 3.125 3.100 3.075 3.050 3.025 3.000 2.975 2.950 2.925 2.900 2.875 2.850 2.825 2.800 2.775 2.750 2.725 2.700 2.675 2.650 2.625 2.600 2.575 2.550 2.525 2.500 2.475 2.450 2.425 2.400 2.375 2.350 2.325 2.300 2.275 2.250 2.225 2.200
SAT
Verbal and Math ONLY
400 410 420 430 440 450 460 470 480 490 500 510 520 530 540 550 560 570 580 590 600 610 620 630 640 650 660 670 680 690 700 710 720 730 740 750 760 770 780 790 800 810 820 830 840 & above
ACT Sum 37 38 39 40 41 41 42 42 43 44 44 45 46 46 47 47 48 49 49 50 50 51 52 52 53 53 54 55 56 56 57 58 59 60 61 61 62 63 64 65 66 67 68 69 70 & above
Core GPA
SAT
ACT Sum
Verbal and Math ONLY
3.050 & above 3.025 3.000 2.975 2.950 2.925 2.900 2.875 2.850 2.825 2.800 2.775 2.750 2.725 2.700 2.675 2.650 2.625 2.600 2.575 2.550 2.525 2.500 2.475 2.450 2.425 2.400 2.375 2.350 2.325 2.300 2.275 2.250 2.225 2.200 2.175 2.150 2.125 2.100 2.075 2.050 2.025 2.000
400 410 420 430 440 450 460 470 480 490 500 510 520 530 540 550 560 570 580 590 600 610 620 630 640 650 660 670 680 690 700 710 720 730 740 750 760 770 780 790 800 810 820 & above
37 38 39 40 41 41 42 42 43 44 44 45 46 46 47 47 48 49 49 50 50 51 52 52 53 53 54 55 56 56 57 58 59 60 61 61 62 63 64 65 66 67 68 & above
For more information, visit the NCAA Eligibility Center website at www.eligibilitycenter.org.
NCAA RECRUITING CHART
DIVISION I MEN’S BASKETBALL Recruiting Materials – All forms of private correspondence beginning June 15 at the conclusion of sophomore year.
Sophomore
Telephone Calls – At institution's discretion beginning June 15 following sophomore year. If PSA's educational institution follows a nontraditional calendar, at institution's discretion beginning day after conclusion of sophomore year.
DIVISION I WOMEN’S BASKETBALL
DIVISION I FOOTBALL
DIVISION I MEN’S ICE HOCKEY Recruiting Materials – All forms of private correspondence beginning January 1 of the sophomore year.
Telephone Calls – At institution's discretion beginning January 1 of sophomore year.
DIVISION I OTHER SPORTS
DIVISION II
Women’s Ice Hockey: Telephone Calls – One call to an international PSA from July 7 through July 31 following her sophomore year.
Recruiting Materials – June 15 immediately preceding the junior year.
DIVISION III
Recruiting Materials – Permissible.*
Telephone Calls – Permissible.* Telephone Calls – • June 15 immediately preceding junior year. • No limit on the number of telephone calls after the first permissible date.
Off-Campus Contact – • June 15 immediately preceding junior year.
* Permissible freshman and sophomore years.
NCAA RECRUITING CHART
DIVISION I MEN’S BASKETBALL Off-Campus Contact – Opening day of classes for PSA's junior year, subject to recruiting calendar. Junior year contacts outside of the April recruiting period may occur only at the PSA's educational institution. Junior year contacts during the April recruiting period may occur at the PSA's educational institution or residence.
Junior
Official Visit – January 1 of the junior year.
DIVISION I WOMEN’S BASKETBALL Recruiting Materials – All forms of private correspondence beginning September 1.
Telephone Calls – At institution's discretion beginning September 1 of the junior year. Except during July when calls are prohibited.
Off-Campus Contact – September 1 of the junior year, subject to recruiting calendar. Junior year contacts may occur only at the PSA's educational institution or residence.
Official Visit – No earlier than the Thursday following the NCAA Division I Women's Basketball Championship game of the PSAs junior year in high school.
DIVISION I FOOTBALL
Recruiting Materials – General correspondence beginning September 1.
Telephone Calls – One call between April 15 and May 31.
DIVISION I MEN’S ICE HOCKEY
DIVISION I OTHER SPORTS Recruiting Materials – Sports other than cross country, track and field and swimming and diving. All forms of private correspondence beginning September 1. Cross Country, Track and Field and Swimming and Diving General correspondence beginning September 1.
Telephone Calls – Sports other than cross country, track and field and swimming and diving. • At the institution’s discretion beginning September 1 of the junior year
Cross Country and Track and Field and Swimming and Diving • One call per week beginning July 1 following completion of the junior year. Unlimited calls during a contact period for CC and T&F.
DIVISION II
DIVISION III
Off-Campus Contact – • Following completion of junior year.
NCAA RECRUITING CHART
DIVISION I MEN’S BASKETBALL
DIVISION I WOMEN’S BASKETBALL
DIVISION I FOOTBALL
Telephone Calls – • One phone call per week beginning September 1of the senior year. • At the institution’s discretion during a contact period.
Senior
DIVISION I MEN’S ICE HOCKEY
DIVISION I OTHER SPORTS
Off-Campus Contact – • July 1 prior to senior year or the opening day of classes of his or her senior year in high school, whichever is earlier, subject to recruiting calendars. •
Off-Campus Contact – • Sunday following the last Saturday in November.
Women’s Ice Hockey – July 7 prior to senior year or the opening day of classes of his or her senior year in high school, whichever is earlier.
•
Official Visit – • Opening day of classes of the senior year.
Women’s Gymnastics -July 15 prior to senior year or the opening day of classes of his or her senior year in high school, whichever is earlier.
•
No more than three (3) offcampus contacts.
Official Visit – • Opening day of classes of the senior year.
DIVISION II
Official Visit – • Opening day of classes.
DIVISION III
Official Visit – • Opening day of classes.
NCAA RECRUITING CHART
DIVISION I MEN’S BASKETBALL
Evaluations and Contacts
DIVISION I WOMEN’S BASKETBALL
DIVISION I FOOTBALL
130 recruiting-person days during academic year.
112 recruiting-person days during academic year.
42 evaluation days during fall evaluation period.
~Not more than seven (7) recruiting opportunities (contacts and evaluations combined) per academic year.
~Not more than seven (7) recruiting opportunities (contacts and evaluations combined) academic per year.
168 evaluation days during spring evaluation period.
~Practice/competition site restrictions.
~ All communication prohibited during a certified event.
~Practice/competition site restrictions.
~ All communication prohibited during the July evaluation periods.
~ Evaluations at nonscholastic events and noninstitutional camps or clinics that occur on a Division I campus are prohibited.
~Limit of three (3) evaluations during academic year: • One evaluation during fall; • Two evaluations - April 15 through May 31 (one evaluation to assess athletics ability and one evaluation to assess academic qualifications).
DIVISION I MEN’S ICE HOCKEY Not more than seven (7) recruiting opportunities (contacts and evaluations combined) academic per year.
Beginning June 15 at the conclusion of the sophomore year (or the day after the conclusion of the sophomore year for a PSA who attends an educational institution that uses a nontraditional academic calendar), not more than 3 of the 7 opportunities may be offcampus contacts each year
~Not more than six (6) offcampus contacts per PSA at any site.
~ During spring evaluation period (April 15 through May 31), FBS head coach or head coach-in-waiting may not: • engage in off-campus recruiting, • participate in off-campus coaching clinics, • visit a PSA's educational institution, or; • meet with a PSA's coach at an off-campus location.
~Practice/competition site restrictions.
documentcenter.ncaa.org/msaa/ama/Information/RecruitingCalendarsandGuides/2014-15/I/OverviewChart/LZ:gmd_05292014
DIVISION I OTHER SPORTS
DIVISION II
50 evaluation days in softball August 1 – July 31.
~There is no limit on the number of evaluations.
80 evaluation days in women’s volleyball or women's sand volleyball August 1 – July 31(for institutions that sponsor only one of the two sports).
~There is no limit on the number of off-campus contacts.
~ Practice/competition site restrictions. 80 evaluation days and 20 additional evaluation days (of sand volleyball competition only) August 1 – July 31 (for institutions that sponsor both sports).
~Seven (7) recruiting opportunities (contacts and evaluations combined) per PSA and not more than 3 of the 7 opportunities may be contacts (contacts permissible during senior year only).
~Practice/competition site restrictions.
DIVISION III
~There is no limit on the number of evaluations.
~There is no limit on the number of offcampus contacts.
~Practice/competition site restrictions.
Revised July 2014
APPLICATION FOR WAIVER OF ATHLETIC ELIGIBILITY FOREIGN EXCHANGE STUDENTS
A Foreign Exchange student is ineligible for all Varsity Level Athletic Activities until written approval from the UIL Foreign Exchange Waiver Officer is received. Verbal notification is NOT a policy and is not used. A waiver is required for varsity athletics only. A waiver is NOT required for any academic, music, or drama event. Foreign Exchange students must be in compliance with Section 400 of the Constitution and Contest Rules for any activity. Only this application, revised as of July 2014, will be accepted. The following seven (7) items are required for a complete application file: 1. Completed Application Form (All lines must be completed), 2. Transcript from foreign high school. Transcript should be translated into English, 3. DS 2019 U.S. Department of State Certificate of Eligibility for Exchange Visitor (J-1) Status (formerly IAP-66), 4. Copy of J-1 Visa, 5. Written notification from District Chairman that the District Executive Committee has been made aware of this application, 6. Filing fee of $100 (Money order, school check, or cashiers check. Personal checks will NOT be accepted.), & 7. Detailed information from the Foreign Exchange program administrator giving a chronological order of schooling since first entrance into school to current school year (i.e. 92-93, First grade, Name of school; 93-94, Second grade, Name of school, etc.), not to include pre-school or kindergarten. This document must be on program letterhead, dated, signed, and in English. Except for the application form itself, send all copies of all documents: DO NOT SEND ORIGINALS.
Instructions for submission to UIL: (1) When completed and signed by all necessary parties, this original application and the other materials listed above should be mailed to the Waiver Officer for a decision. (2) Further, a photocopy of this application form must be sent to the District Executive Committee Chairperson for notification purposes. The Chairperson in turn should then notify the Waiver Officer in writing upon receipt of this form (see #5 above). Email notifications are will not be accepted.
SECTION I: STUDENT RECORD INFORMATION (Type or Print) Student’s Name:________________________________________________________
Male
Female
Date of Birth: __________________________ Home Country:_____________________________________________________ What is a normal school term in your home country (month/year to month/year)?________________________________________ Current Year in School if student had stayed in home country:
9
10
11
12
13
Home Country School: __________________________________ Principal/Administrator:______________________________ Address: ________________________________________________________________________________________________ City: ___________________________________
Internet Address:___________________________________________
SECTION II: FOREIGN EXCHANGE PROGRAM INFORMATION Name of Local Representative: _________________________________
Contact Number: ___________________________
Email address: ___________________________________________________________________________________________ Name of sponsoring foreign exchange program: _________________________________________________________________ Only those students who enter the United States under the auspices of a program approved by the Council on Standards for International Educational Travel (CSIET) are eligible to apply for a waiver.
Revised July 2014 SECTION III: HOST SCHOOL INFORMATION Name of Host School: _________________________________________ Host ISD: ____________________________________ School Mailing Address: ____________________________________ City: __________________________ Zip: ____________ Host Principal’s Name: ___________________________________ Superintendent’s Name: ____________________________
SECTION IV: HOST PARENT INFORMATION Host Parent Name: _______________________________________ Contact Number: __________________________________ Mailing Address: _________________________________________ City: ____________________________ Zip: _____________
Has Host Parent previously hosted other Foreign Exchange Students?
Yes
No
If yes, attach a sheet with the name of the student(s), their home country, year they were in the United States (This must be attached for the applica tion to be considered complete).
Did any of the above named students apply for an athletic waiver?
Yes
No
If yes, who and what school year? ______________________________________________________________________________
SECTION V: ATHLETIC INFORMATION In what specific sport(s) does student intend to participate: __________________________________________________________ Give detailed summary of previous experience in each sport in which student intends to participate (years of participation, number of games per season, level of coaching, etc.). This includes club/recreational activities also. If student has never participated in sport(s), please indicate none. No experience means the student has never played the sport formally. The student may apply for a waiver if he/she has not received advanced training (defined as training which is above and beyond that which is normally provided in Texas public schools) in the germane activity prior to arriving in Texas, such as pre-Olympic training, being nationally ranked or having similar status in a sport, or participation on a national team. Application cannot be considered complete without this information. Attach additional sheet if necessary. _________________________________________________________________ __________________________________________________________________________________________________________ Is student nationally ranked in any sport in his/her home country?
Yes
No
If yes, give sport and ranking: _________________________________________________________________________________
In home country what months are requested sport(s) played? _________________________________________________________ SECTION VI: ELIGIBILITY VERIFICATION How many total years must be completed to graduate from home country school? _______________________________________ Has student graduated from his/her former high school?
Yes
No
If yes, when? ____________________________
If yes, give name and describe (certificate, diploma, etc.): ____________________________________________________
First date of enrollment in 9th year of school, not to include kindergarten or pre-school: __________________________________
Last date attended previous school: ______________________________________________________________________
Total years of school (not including kindergarten or pre-school) BEFORE student came to the United States: __________________
SECTION VI: ELIGIBILITY VERIFICATION (Continued) Has student attended any other United States school within the last four years?
Yes
Revised July 2014
No
If yes, give school name: __________________________________ City: __________________ State: ___________ Dates attended: ___________________________________________________________________________________ If yes, attach explanation of why student changed schools. Letter should come from current school administrator or local program coordinator of student’s foreign exchange program on their school or program letterhead.
SECTION VII: DISTRICT EXECUTIVE COMMITTEE INFORMATION Name: _____________________________________________________________________________________________
Principal
Superintendent
Athletic Director
Other
School (or ISD if supt.): _______________________________________________________________________________ Business Phone: ____________________________ District Number: ________________
Conference:
Fax Number: _______________________________________ A
AA
AAA
AAAA
AAAAA
AAAAAA
SECTION VIII: VERIFICATION OF ACCURACY Statement of Accuracy of Information: We, the signatories, attest to the accuracy of the information contained in this Application of Waiver of Athletic Eligibility – Foreign Exchange Student. We further understand that submission of false information will result in the ineligibility of the above named student for at least one year for all UIL activities in any member school. (Section 470, UIL Constitution and Contest Rules.) Falsification of the above information could and will result in sanctioning by the UIL.
Student’s Signature: ______________________________________
Date: ______________________________
Host Parent’s Signature: ___________________________________
Date: ______________________________
Please give the name of the school person (coach, teacher, counselor, etc.) who is responsible for this student’s application and who should be contacted with any questions regarding this application: PRINT Name (title): _____________________________________ Telephone (extension): _________________________ E-mail Address: _______________________________________________________________________________________ Host Principal: All UIL and applicable Commissioner of Education rules and State Law are verified as being met by this student. (Principal should verify that all information is complete before giving approval that this form be submitted to the UIL.) Falsification of the above information could and will result in sanctioning by the UIL. PRINT Principal’s Name: _______________________________________
Date: _______________________________
Principal’s Signature: __________________________________________ Date: _______________________________ ___________________________________________________________________________________________________________ Applying for athletic eligibility is not valid assumption of eligibility. A Foreign Exchange student is ineligible for all Varsity Level athletic activities until written approval from the UIL Foreign Exchange Waiver Officer is received. A student will NOT be granted eligibility if circumstances cause the student to be deemed ineligible during the course of a season. ___________________________________________________________________________________________________________ Return to: Waiver Department - Foreign Exchange Students University Interscholastic League P.O. Box 8028 Austin, TX 78713-8028
APPLICATION FOR WAIVER OF
ATHLETIC PARENT RESIDENCE RULE / FOUR YEAR RULE
Revised July 2014
Athletic Parent Residence Rule:
.
When a student is living with a parent (married but living apart), a guardian, or attending a school outside the attendance zone boundaries, where his/her parent(s) resides, the student must apply for a waiver. Q’s: Why is the student not living with both parents or a legal guardian (legal guardianship and residence must be in effect for a least one calendar year)? Include any records or documents of child abuse, neglect, mistreatment, or other unusual circumstances that affected student and /or parent, etc.
Four-Year Rule:
When a student does not comply with the four-year rule because he/she has not met the requirements for graduation four years after his/her first entry into the ninth grade, and has not been able to participate in a specific activity, that student may apply for a waiver. A chronology of previous enrollment and participation must be submitted with this application. Only applications revised as of July 2014, will be accepted. NOTE: There is no four-year waiver for an overage student unless he/she qualifies for an over-age waiver (Section 463 (a) 3 of the C & CR).
Q’s: Why does the student need a fifth year of school to graduate?
The following documentation, in English, is required: 1. Application form (page two). 2. $100.00 non-refundable filing fee in the form of cashier’s check money order, or school check. (Personal checks not accepted.) Waived fees: Active military (Provide current orders); Indigent Applicants (Provide documentation from PEIMS Coordinator or Cafeteria Manager indicating lunch status). 3. Copy of student’s transcript that will verify first entry date in ninth grade and all grades recorded up to date of application. A record of attendance would be helpful. 4. Completed Previous Athletic Participation Form. If the student DID NOT participate at the previous school, the first page, “ Eligibility Questionnaire for New Student Athletes”, of the Previous Athletic Participation Form is required. Page 1 of the this form is required for all Four Year Waivers. 5. Written statement from Chairperson of the District Executive Committee to the Waiver Department that the district is aware of the Application. The written statement must be on school letterhead with a fax number. Emails not accepted unless in form of an attachment. 6. A copy of birth certificate (REQUIRED for Four Year Rule applications only). 7. Documentation: A. A personal letter from the student (in his/her own words) explaining his/her situation and why he/she is requesting the waiver. B. A letter from the parent(s) and/or guardian(s) that should include complete background and all facts pertinent to this case, that will verify that the circumstances which would cause the student to be ineligible were involuntary and unavoidable. C. A letter from the present school coach outlining the facts of the case. D. A letter from the previous school (Preferably from the coach) that addresses the chararcter and discipline record of the student while attending that school. E. Optional: Attach additional sheets of explanation, certifying statements, and any documents from physicians, institutions, probation officers, realtors, etc.
Instructions for submitting this application: 1. Send a copy of the application page only to your District Executive Committee Chairman. (See #5 above.) 2. If additional information is required, applicants have 14 days from receipt of application to complete required or requested documentation. 3. Make a copy of the application and documentation for your files. 4. Submit original application plus all other documentation plus $100.00 filing fee to: Waiver Department University Interscholastic League P.O. Box 8028 Austin, TX 78713-8028 Waiver Decision: Within 14 days after the Waiver Officer determines that the application is complete, the Waiver Officer shall upon the basis of the application and written statements decide whether the waiver should be granted and the applicant declared eligible (Section 465(a)). Visit our website: www.uiltexas.org/waivers for frequently asked questions.
APPLICATION FOR WAIVER
OF ATHLETIC PARENT RESIDENCE RULE / FOUR YEAR RULE
Revised July 2014
Please submit a COMPLETED application as a request for a waiver of the following Rule: SUBCHAPTER M: UIL Constitution and Contest Rules: Athletic Parent Residence; Sections 440 & 442. Four-Year Rule; Sections 400 & 405 Please TYPE or PRINT information. Each line needs to be completed. 1. STUDENT Date First Entered Ninth Grade: ___________________
Current Grade:
9
10
11
12
Name: _____________________________________ Date of Birth: ___________________ Name of whom you are living with: ___________________________ Relation to Student: _________________ Address: _____________________________________ _____________________ ____________ City Zip Contact Number: ______________________ 2. PARENT/GUARDIAN INFORMATION:
Parent
Guardian
Name: ___________________________________ Contact Number: _____________________ Address: _____________________________________ _____________________ ____________ City Zip 3. CURRENT SCHOOL:
Date of Enrollment: _________________
School Name: ______________________________ School District: _______________ School Phone: ______________ Address: _____________________________ ____________________ ___________ School Fax: ______________ City Zip Name of Coach: _____________________________ Contact Number: _____________________ Sport: ______________ Coach’s Email Address: __________________________________ 4. PREVIOUS SCHOOL: (To be completed if the student is changing schools.) School Name: _______________________ School District: ______________________ School Phone: ________________ Address: _____________________________________ _____________________ ____________ City Zip Name of Coach:_____________________________ Contact Number: ______________________ Date of enrollment at previous school: __________________ Date of withdrawal from previous school:________________ Did the student ever practice or participate in extracurricular activities (before school, after school or during the athletic period? YES NO If yes, list these activities: __________________________________________________ 5. STATEMENT OF ACCURACY OF INFORMATION AND RELEVANCE: We, the undersigned, attest to the accuracy of the information contained in this APPLICATION FOR WAIVER OF ELIGIBILITY RULES. We understand that this application to waiver the eligibility requirement applies ONLY to Sections 400 and 405 (Four-Year Rule) or Sections 440 and 442 (Parent Residence Rule). All other eligibility requirements must be met. We further understand that submission of false information will result in the ineligibility of the above named student for at least one year for all League activities in any member school (Section 470). _______________________________________ ___________________________ _____________ Signature of parent or guardian Print Name Date
________________________________________ Signature and title of current school administrator
District #
Chairman of District Executive Committee:
Conference:
A
___________________________ Print Name AA
AAA
AAAA
AAAAA
_____________ Date AAAAAA
Name/Title: ___________________________________________________ School or School District: ________________________________________
Complete Over-‐age Waiver applica2on for currently enrolled Special Educa2on or 504 student athlete.
Was student No enrolled in Special Educa2on or 504 prior to the end of the second of high Yes year school.
Process for Over-age Waiver UIL will file applica2on & suppor2ng documenta2on.
Submit waiver applica2on along with suppor2ng documenta2on listed in Sec2on III on applica2on to the school Superintendent. Superintendent completes Sec2on V and sends all paperwork to DEC chair.
All documenta2on is submiJed to UIL for filing purposes only.
UNIVERSITY INTERSCHOLASTIC LEAGUE
Student is not eligible for waiver.
DEC Chair completes Sec2on VI and no2fies submiGng school of athlete’s eligibility.
P.O. Box 8028 Aus;n, TX 78713-‐8028
MAKING A WORLD OF DIFFERENCE. w w w . uilt e x a s . or g (512) 471-‐ 5883
Revised July 2013
THE UNIVERSITY INTERSCHOLASTIC LEAGUE Request For District Executive Committee Verification Of VARSITY ATHLETIC ELIGIBILITY FOR OVER-AGE STUDENT FOR THE SCHOOL YEAR ___________ SECTION I: STUDENT RECORD INFORMATION (Type or Print) This form is required for varsity athletics only. Student’s Name: _________________________________________________ Date of Birth: ______________
Male
Female
Current Year in School:
9
10
11
12
Parent/Guardian’s Name: __________________________________________ Home Phone: _____________________________ Mailing Address: _____________________________________________________________ City Zip School City and Name: ____________________________________________School ISD: ________________________________ School Principal’s Name: __________________________________________ School Phone: ____________________________ Superintendent’s Name: __________________________________________ Administration Phone: _____________________ District Chair’s Name: _______________________________________ Phone Number: _______________________________ District Chair’s School or ISD:_____________________________________ SECTION II: ELIGIBILITY VERIFICATION Date student first entered the ninth grade: _______________ Did the student initially enroll in the 9th grade more than four calendar years ago?
Yes
No
IF YES TO THE QUESTION ABOVE, THE STUDENT IS NOT ELIGIBLE UNLESS A WAIVER OF FOUR YEAR RULE HAS BEEN GRANTED. Is the student currently enrolled in Special Education?
Yes
No
Is the student currently identified as a 504 student by a 504 committee?
Yes
Has the student already participated in one extra year under the over-age exception?
No Yes
No
Does the student meet all other eligibility requirements of the UIL and rules of the State Board of Education?
Yes
No
What school year did the student initially enroll in Special Education or 504? __________________ NOTE: Student is not eligible for waiver unless he/she was identified and served as Special Education/504 prior to the end of their second year of high school. SECTION III: INSTRUCTIONS FOR REVIEWING & SUBMITTING DOCUMENTATION The superintendent of schools verifies that a properly constituted 504 Committee and/or ARD Committee has made the required determinations and that parental consent has been obtained for the disclosure of this form and the attached documents to the UIL. Attach the following documents and indicate with a check mark [√ ] the documents you are attaching: Current accommodation plan and/or I.E.P. 504 Committee and/or ARD Committee notes/reports on initial eligibility and placement; Current 504 accommodation plan or report of Committee meeting where student was dismissed from 504; Documentation substantiating the physical or mental impairment; Documentation supporting the finding of substantial limitation. Questions regarding this waiver should be addressed to the Waiver Officer, Eddie Wolski, at (512) 471-5883.
Once completed by the District Executive Committee chair, all documentaion should be mailed to: Waiver Officer University Interscholastic League P.O. Box 8028 Austin, TX 78713-8028
SECTION IV: PARENTAL OR ADULT CONSENT FOR DISCLOSURE OF EDUCATIONAL RECORDS TO THIRD PARTIES (20 U.S.C. #1232g(b)(2)(A), 34 C.F.R. #99.30) Student’s Name: _______________________________________________ Records to be Disclosed: __________________________________________________________________ Purpose for Disclosure: ___________________________________________________________________ Records will be disclosed to the University Interscholastic League, school superintendent and the District Executive Committee. NOTE: T.E.A. requires an ARD Committee’s decision not be based on deficiencies identified as directly attributable to a different culture, lifestyle, environment, or lack of educational opportunities or that the student is neither a member of a national origin minority group nor linguistically different.
By my signature below, I, __________________________________, parent or legal guardian of the above-named student hereby give my consent to the disclosure of educational records to the above-named parties for the purposes stated above. I understand that my consent is voluntary and may be revoked at any time prior to the disclosure of such records. ________________________________________ Parent/Guardian printed name ________________________________________ _______________________ Parent/Guardian signature Date Parent/Guardian, please check here if you would like to receive a copy of the records disclosed pursuant to this consent form. SECTION V: SUPERINTENDENT’S STATEMENT Please check appropriate box:
I certify that this student is currently in Special Education, and I have been provided with sufficient documentation from the
ARD Committee to satisfy myself that a handicapping condition caused his/her education to be delayed for one year or more.
I certify that this student is currently a 504 student and I have been provided with sufficient documentation from a 504
Committee in my school to satisfy myself that this student has a verifiable handicap which has caused his/her education
to be delayed for one year or more.
NOTE: TEA requires an ARD committee’s decision not be based on deficiencies identified as directly attributable to a different culture, lifestyle, environment, or lack of educational opportunities or that the student is neither a member of a national origin minority group nor linguistically different. By signing below, the superintendent of schools verifies that a properly constituted 504 Committee and/or ARD Committee has made the required determinations and that parental consent has been obtained for the disclosure of this form and the attached documents to the UIL. I understand this waiver is a one-time, one-year grant.
________________________________________ Signature of Superintendent
_______________________ Date
Instructions for submission: 1. When completed and signed by the superintendent, this original verification form should be mailed to the chair of the District Executive Committee. The student remains ineligible for varsity athletics unless and until the District Executive Committee has verified the student’s eligibility. 2. When completed and signed by the chair of the District Executive Committee, forward this form to the Waiver Officer of the UIL along with the additional required information as listed on the first page of this application. The UIL will keep all documentation on file. SECTION VI: ACCEPTANCE OF DISTRICT EXECUTIVE COMMITTEE By signing below, I verify that I’ve received completed certification forms, reviewed the documention to ensure the student is currently enrolled in Special Educuation or 504, and now declare this student eligible for varsity competition.
_______________________________________ Signature of District Executive Committee Chair
_______________________ Date
Instructions for submission: When signed by the chair of the District Executive Committee, return a copy of this verification form to the Superintendent who submitted it. Retain a copy.
NOTE: If the District Executive Committee has concerns about this request for eligibility, the chair should include a note outlining those concerns with the copy mailed to the UIL office.
THE UNIVERSITY INTERSCHOLASTIC LEAGUE SEVENTH AND EIGHTH GRADE LEVEL ELIGIBILITY FOR OVERAGE STUDENT SECTION I: STUDENT RECORD INFORMATION Please Type or Print information. Student’s Name: ________________________________________ Height: ________ W eight: ________ Date of Birth: ______________________ Male Female Current Grade in School: 7
8
Parent/Guardian’s Name: __________________________________________ Home Phone: __________________________
Mailing Address: _________________________________________________________________________ City Zip School Name: __________________________________________ School ISD: _______________________________ School Address: __________________________________________________________________________ City Zip School Principal’s Name: __________________________________________ School Phone: _________________________ School Fax: ___________________________ Superintendent’s Name: __________________________________________ Administration Phone: ______________________ SECTION II: ELIGIBILITY If the student has participated in the 7th grade two consecutive years or 8th grade consecutive years, the student would not qualifiy for a third year at that grade-level. DO NOT SUBMIT THIS PETITION -- THE STUDENT CANNOT BE APPROVED FOR ATHLETICS. Yes No 1. Does student meet all other eligibility requirements of the UIL and rules of the State Board of Education? Yes No 2. Is it feasible for the student to play with the school’s ninth grade team? Yes No 3. Is it feasible for the student to play with the school’s high school junior varsity team? Yes No 4. Is it feasible for the student to play with the school’s high school varsity team? SECTION III: PRINCIPAL’S STATEMENT Please check one: I certify that this student is in Special Education, and I have been provided with sufficient documentation from the ARD Committee to satisfy myself that a handicapping condition caused his/her education to be delayed for one year or more.
I certify that I have been provided with sufficient documentation from a 504 Committee to satisfy myself that a handicapping condition caused this student’s education to be delayed for one year or more.
I certify that I have been provided with sufficient documentation from a Language Proficiency Assessment Committee that this student is overage due to limited English proficiency.
It is my professional opinion that this student’s size and physical development are such that his/her participation will not be a threat to teammates or to opponents.
This form is required for ATHLETICS ONLY. You may submit a supporting letter with more detailed informaton. Any questions? -- Call Eddie Wolski at the UIL, (512) 471-5883.
Signature of Principal ____________________________________________________ Date _________________________
Instructions for submission: When completed and signed by the principal, this original form should be mailed to the UIL, along with documentation of date of birth and a copy of a current physical, including height and weight. The student remains ineligible for athletics unless and until this petition is approved by the UIL The UIL will return the form,via fax, advising of the eligibility determination. The principal at the junior/high middle school this student attends shall notify the members of the District Executive Committee of this decision.
The District Executive Committee, the school, and/or the student’s parents may appeal the decision of eligibility by faxing or writing the UIL within ten days of the date of this notification.
SECTION IV : WAIVER OFFICER’S DECISION This over-age student is approved for grade level athletic competition for the current school year. This over-age student is denied for grade level athletic competition for the current school year, but may choose another accommodation, i.e., play at next higher level.
Signature of UIL Official ______________________________________________________ Date ______________________ University Interscholastic League P. O. Box 8028 Austin, Texas 78713
Phone: (512) 471-5883 Fax: (512) 471-6589 Email:
[email protected]
Dear Sir or Madam: This letter is to inform you of the Waiver Appeal Process regarding the University Interscholastic League Waiver Officer’s Decision as it pertains to the eligibility of your son/daughter. In order for this application to be considered complete and to formally place this case on the agenda for the Waiver Review Board you must complete, sign, and return the "Request to Overturn the Decision of the UIL Waiver Officer" form included in this packet. When UIL has received a completed "Appeal Application" we will place this case on the agenda of the Waiver Review Board and notify you of the date and time. Per Section 31 of the UIL Constitution & Contest Rules, the Waiver Review Board consists of nine persons; four who are appointed by the chair of the UIL Legislative Council and five who are elected by their peers. In cases involving appeals, the Waiver Review Board may sit in panels of three voting members or the UIL hearing officer may review the case. During the Waiver Review Board meeting your case will be allotted 45 minutes. During the allotted time, the Waiver Review Board will hear testimony from:
The UIL Waiver Officer
The parent(s)/student requesting the appeal
A representative of the school
Any legal counsel the parents wish to have in attendance
Other witnesses requested by the appellant
Section 468 of the UIL Constitution and Contest Rules outlines the decision review process in an appeal of a waiver application. If the board or the hearing officer finds that the circumstances that caused the student to be ineligible were caused by involuntary and/or unavoidable action such that the student could not reasonably be expected to comply with the rule, and (in the case of a waiver of the four year rule) if those same circumstances caused the student to miss an entire season’s participation in an activity, the waiver shall be granted. All evidence and documentation that is available should be presented to the Waiver Review Board. The decision of the Waiver Review Board in this matter will be based on the total record of this case including previous and current documentation. The Waiver Review Board decision will be final. The "Request to Overturn the Decision of the UIL Waiver Officer" document, provided in this packet, will serve as the formal appeal motion at the end of the hearing. Following the presentation of evidence and summary statements from those present, the Chair of the Board will proceed with the decision making process. Each committee member will vote "In favor" or "Opposed" to the requested appeal. If a majority of the members vote "In favor" of the appeal, the ruling of the UIL Waiver Officer will be overturned and the waiver granted. If a majority of the members vote "Opposed", the ruling of the UIL Waiver Officer will be upheld and the waiver denied.
Send the completed “Appeal Application” to Waiver Officer, University Interscholastic League, P.O. Box 8028, Austin, TX 78713-8028 accompanied by the $200.00 filing fee (unless fee is waived by Waiver Officer). Payment will only be accepted in the form of a money order, cashier’s check, or school check. Personal checks will not be accepted. Should you have questions or require additional information or assistance, please contact the UIL Office at (512) 471-5883. Sincerely,
Eddie Wolski Waiver Officer
Request to Overturn the Decision of the UIL Waiver Officer The parent(s)/guardian of
request that the University (enter students name here)
Interscholastic League Waiver Review Board overturn the decision of the UIL Waiver Officer regarding his/her athletic eligibility.
Parent/Guardian
(Print Name)
Email Address
Parent/Guardian
Parent/Guardian
(Print Name)
Email Address
(Signature)
Parent/Guardian
Date
Date
Phone Number
Phone Number
(Signature)
FOR OFFICE USE ONLY Waiver Review Board Hearing Date: ________________________________ ____________________In Favor
____________________Opposed
University Interscholastic League
Off-Season and Non-School Participation Regulations (Revised July 2015)
University Interscholastic League
Revised July 2015
NON-SCHOOL PARTICIPATION What it means to coaches...
I. The Constitution and Contest Rules state: Section 1209: Section 1209:
NON-SCHOOL PARTICIPATION
(a) REQUIRED PARTICIPATION PROHIBITED. Students shall not be required to play on a non-school team in any sport as a prerequisite to playing on a school team. (b) OFF-SEASON SCHOOL FACILITY USE. See Section 1206. (c) BASEBALL, BASKETBALL, FOOTBALL, SOCCER, SOFTBALL AND VOLLEYBALL CAMPS WHERE SCHOOL PERSONNEL WORK WITH THEIR OWN STUDENTS. After the last day of the school year in May, June, July and prior to the second Monday in August, on non-school days, all students other than students who will be in their second, third or fourth year of high school may attend one camp in each team sport, held within the boundaries of their school district, in which instruction is given in that team sport, and in which a 7th-12th grade coach from their school district attendance zone works with them, under the following conditions: (1) Number of Days. Attendance at each type of sports camp is limited to no more than six consecutive days. (2) Prohibited Activities. Students shall not attend football camps where contact activities are permitted. (3) Fees. The superintendent or a designee shall approve the schedule of fees prior to the announcement or release of any information about the camp. The Texas Education Code requires school districts to adopt procedures for waiving fees charged for participation if a student is unable to pay the fee, and the procedures should be made known to the public. Fees for all other students shall be paid by the students and/or their parents. (4) School Equipment. Schools may furnish, in accordance with local school district policies, school-owned equipment, with the following restrictions. (A) Schools may not furnish any individual baseball, basketball, football, soccer, softball or volleyball player equipment, including uniforms, shoes, caps, gloves, etc., but may furnish balls and court equipment including nets, standards, goals, etc., for volleyball, basketball and soccer camps. (B) For football camps, schools may furnish hand dummies, stand-up dummies, passing and kicking machines and footballs. Use of any other football equipment, including contact equipment, is prohibited. (C) For baseball and softball camps, schools may furnish balls, bats, bases, pitching and batting machines, batting helmets and catcher protective equipment. Use of any other baseball and/or softball equipment is prohibited. (d) BONA FIDE SUMMER CAMPS. The provisions of the summer camp rules do not apply to bona fide summer camps giving an overall activity program to the participants. (e) CHANGE OF RESIDENCE FROM OUT OF STATE. The provisions of the summer camp rules do not apply in the case of a person who attends an athletic training camp which is allowed under the rules of the state in which the student then lives, and then makes a bona fide change of residence to Texas, provided that there has been no deliberate attempt to circumvent the rule. (f) OFF-SEASON PARTICIPATION IN NON-SCHOOL TEAM SPORTS. (1) School coaches shall not coach 7-12 grade students from their own attendance zone on a nonschool team or in a non-school camp or clinic, with the exception of their own adopted or birth children. (2) School equipment shall not be used for non-school teams/leagues. (g) COACHING RESTRICTIONS. For non-school competition school coaches shall not schedule matched
games for students in grades 7-12 from their attendance zone. School coaches may assist in organizing, selecting players and coaches, and may supervise school facilities for non-school league play. School coaches shall not coach or instruct 7-12 grade students from their school district attendance zone in the team sports of baseball, basketball, football, soccer, softball or volleyball. School coaches shall not supervise facilities for non-school activities on school time. See Section 1201. (h) COLLEGE AND UNIVERSITY TRYOUTS. UIL member school facilities shall not be used for college/university tryouts. Neither schools nor coaches shall provide equipment or defray expenses for students who are attending college tryouts. Neither schools nor coaches shall provide transportation for students with any remaining eligibility in the involved sport who are attending college tryouts. Any contest at which a higher admission fee is charged to college coaches than is charged to parents or other adults is considered to be a college tryout.
II. Team Sports Football, Volleyball, Basketball, Soccer, Baseball, Softball In accordance to Section 1201, 1206 and 1209 regarding non-school competition (leagues, camps, clinics, clubs, tournaments, 7 on 7, lineman challenges) coaches: The C&CR prohibits the following: 1) Shall not instruct any student in 7th – 12th grade from his/her own attendance zone unless the student is his/her own biological or adopted child. 2) Shall not schedule matched games/scrimmages, practices, or contests. 3) Shall not transport students. 4) Shall not use school athletic equipment, school uniforms and school health/first aid supplies. 5) Shall not use school or booster funds for any expenses associated with the activity. 6) Shall not be the primary director. 7) Shall abstain from any practice which would bring financial gain to the coach by using a student’s participation in a camp, clinic, league, or other non-school athletic event, such as a rebate for each player sent to a particular camp or from each player using a particular product (Section 120l [b, 9]). 8) Shall abstain from any practice that makes a student feel pressured to participate in non-school activities (Section 120l [b, 10]). 9) Should not participate with their athletes in the athlete’s sport (Section 1206 [i]). In accordance to Section 1209 regarding non-school competition (leagues, camps, clinics, clubs, tournaments, 7 on 7) coaches or a group of coaches: The C&CR allows the following: 1) Can supervise facilities. 2) Can assist with organization to include, but not limited to: assignment of officials, helping to secure facilities, development of schedules, scheduling of facilities, assisting with registration process, helping to secure equipment. 3) Can assist the primary coordinator or point of contact with the selection of coaches, but cannot assign coaches to teams. 4) Can assist the primary coordinator or point of contact with the selection of players, but cannot determine who can play on what teams. 5) Can distribute information regarding the details of the non-school event for informational purposes. Distribution of such materials should be in accordance to the policies and procedures of the local school district regarding non-school activities. 6) Can collect registration fees for coordination purposes only. No checks may be made payable to the school or the coach and no funds shall be deposited in any school or coaches account.
III. Individual Sports: Cross Country, Golf, Swimming, Tennis, Track and Field and Wrestling (Guidelines are also applicable to team sports) A. Preseason Practice Regulations-Activities Outside the School Year Pre-season practice regulations for sports that begin practice prior to the school year are as follows: 1. Students-athletes shall not engage in more than three hours of practice activities on those days during which one practice is conducted. 2. Student-athletes shall not engage in more than five hours of practice activities on those days during which more than one practice is conducted. 3. Schools shall not schedule more than one practice on consecutive days, and student-athletes shall not participate in multiple practices on consecutive days. (Exception - Volleyball) 4. The maximum length of any single practice session is three hours. 5. On days when more than one practice is conducted, there shall be, at a minimum, TWO hours of rest/ recovery time between the end of one practice and the beginning of the next practice.
When determining how to count times spent as “practice activities” please consult the following chart:
What Counts
What Doesn't Count
Actual on field/court practice
Meetings
Mandatory conditioning
Film study
Sport specific skill instruction Water breaks Rest breaks
Weight training* Injury treatment
Voluntary conditioning*
* Does not count towards practice time but cannot be done during the two hour rest/recovery time. In reference to the minimum TWO hour rest/recovery time between the end of one practice and the beginning of the next practice (on days when more than one practice is scheduled), there can be no practice activities at all during this time. This time is exclusively for students to rest/recover for the following practice session, whether that session is an actual on field/court practice or a mandatory conditioning period. B. During the school year 1. Coaches of individual sports are allowed to work with student athletes from their attendance zone in non-school practice during the school year with limitations. Coaches should be aware that any time spent working with a student-athlete from their attendance zone in grades 7-12, whether in school or non-school practice, will count as part of the eight hours of practice allowed outside of the school day during the school week under state law. 2. Coaches should abstain from any practice which would bring financial gain to the coach by using a student’s participation in a camp, clinic, league, or other non-school athletic event, such as a rebate for each player sent to a particular camp or from each player using a particular product (Section 120l [b, 9]). 3. Coaches shall not charge a fee for private instruction to student-athletes during the school year. The
restriction on charging fees for private instruction applies only to those students who are in grades 9-12, from the coach’s attendance zone and participating in the sport for which the coach is responsible (Section 120l [b, 9]). 4. Coaches should abstain from any practice that makes a student feel pressured to participate in nonschool activities (Section 120l [b, 10]). C. Outside of the school year 1. Outside of the school year, the restrictions are somewhat reduced. Coaches are allowed to coach student-athletes from their own attendance zone. 2. The use of school funds, school equipment, school uniforms or school transportation is prohibited. Exception: School administrators may authorize the use of facilities, including scoreboards, implements, cross bars, poles, discus, shot puts, nets, etc. for school programs which are open to all students. 3. School coaches can work with students from his/her own attendance zone in summer recreational programs ( i.e. They coach in meets and tournaments with permission from superintendent or superintendent’s designee). 4. Coaches should abstain from any practice which would bring financial gain to the coach by using a student’s participation in a camp, clinic, league, or other non-school athletic event, such as a rebate for each player sent to a particular camp or from each player using a particular product (Section 120l [b, 9]). 5. Coaches should abstain from any practice that makes a student feel pressured to participate in non-
• Frequently Asked Questions •
Q: May a school coach determine on which non-school team students from their attendance zone may participate? A: No. School coaches may recommend but not require or demand student-athletes to participate on any particular non-school team. Q: Can a school coach serve as a facility supervisor for non-school activities? A: Yes, provided they are there to monitor and open and close the facility. Q: Can a school coach officiate for non-school activities? A: Yes, however it is recommended they not officiate students in grades 7-12 from their own attendance zone. Q: Can school sponsored camps be held for students sixth grade and below from a school’s own attendance zone during the school year? A: No. According to Section 1209, school camps can only be held after the last day of the school year in May, June, July and prior to the second Monday in August. Q: Can student-athletes in grades 9th-12th serve as camp coaches or instructors for school sponsored camps or leagues where their school coach is instructing as well? A: No. Students can’t receive direct instruction from their school coach. Q: Can student-athletes in grades 9th-12th serve as volunteers for non-school sponsored camps or leagues? A: Yes, as long as their school coaches are not involved. Students can’t receive direct instruction from their school coach. Q: Can a school coach instruct a student-athlete in his/her sport in a non-school activity if that student has no remaining eligibility in that particular sport? A: No. According to Section 1209 (g), school coaches shall not coach or instruct any 7-12 grade students from their school attendance zone in team sports of baseball, football, soccer, softball or volleyball. Q: Are athletes permitted to play in non-school all-star contests? A: Yes. Student athletes who are selected for all-star teams based on non-school competition may have
things such as lodging, meals, transportation, game jerseys, and shoes, etc. provided by the non-school league for all-star team participation. All non-school groups should be structured to protect the amateur status of student athletes in grades 9-12. Student athletes in grades 9-12 may only accept symbolic awards (medal, trophies, plaques) for winning, placing, or finishes based on performance. UIL member schools may not participate in sponsoring these all-star contests nor provide transportation for such events. Q: May students who have completed their high school eligibility in a particular sport compete in other all-star contests such as TABC, TGCA, and THSCA? A: Yes. Students who are selected for all-star may have things such as lodging, meals, transportation, game jerseys, shoes, etc provided for all-star team participation. Students who have completed eligibility in the involved sport, with school superintendent approval, may also use school individual player protective equipment in any all-star game. Q: Can an athlete receive a scholarship or collect donations for participation in a non-school activity? A: Yes, provided these funds are not from school funds or booster club funds. Q: Can schools or school booster clubs contribute to any of the athlete’s expenses or equipment associated with a non-school activity? A: No. Schools and booster clubs are limited to providing assistance for school activities and items for use in school competitions. Q: Can a local business contribute to a student-athlete’s expense for a non-school activity? A: Yes, a local business can provide money to cover expenses for a non-school activity. Q: Can coaches or school employees contribute to a student’s non-school fundraiser? A: Yes, provided the contributions are from their own personal funds and not from booster funds, activity accounts, school soft drink accounts or any other accounts associated with the school. Q: Can an equipment company give athletic equipment or apparel to members of a school team? A: No, but a school may accept donations of money or equipment, and the equipment may in turn be used by student-athletes. These items should be presented with the principal’s knowledge (or athletic director’s knowledge in multiple-high school districts). All equipment becomes school property to be used accordingly. Q: Can student-athletes be provided with equipment by non-school organizations? (For example, equipment companies that provided tennis rackets or apparel to athletes who are ranked in a sport.) A: Yes, if receipt of these items is based on rankings and not specifically on winning or placing in a competition. It would be a violation for an athlete to accept merchandise for winning or placing in a specific tournament or competition. Q: What type of awards may a student in grades 9-12 receive for participation in school related activities? A: Symbolic awards student athletes may accept include medals, trophies, plaques, certificates, etc. Student athletes may not accept T-shirts, gift certificates, equipment or other valuable consideration for participation in school sponsored athletic events. (Refer to Section 480) Q: When may students take private instruction? A: A student may take private a lesson anytime except during the school day, including the athletic period or during school practice sessions. Schools shall not pay for these private lessons. Q: Can student-athletes raise funds for non-school activities? A: Yes, provided the fundraising activities are not related to the school and the student-athletes do all of the fundraising on their own or with the assistance of their parents.
Preseason Practice Regulations Activities Outside the School Year Preseason practice regulations for sports that begin practice prior to the school year are as follows. Student-athletes shall not engage in more than three hours of practice activities on those days during which one practice is conducted. Student-athletes shall not engage in more than five hours of practice activities on those days during which more than one practice is conducted. Schools shall not schedule more than one practice on consecutive days and student-athletes shall not participate in multiple practices on consecutive days. Exception: Volleyball. The maximum length of any single practice session is three hours. On days when more than one practice is conducted, there shall be, at a minimum, two hours of rest/recovery time between the end of one practice and the beginning of the next practice. When determining how to count times spent as ‘practice activities’ or ‘practices’ please consult the following chart: What Counts Actual on field/court practice Sport specific skill instruction Mandatory conditioning Water breaks Rest breaks
What Doesn’t Count Meetings Weight training* Film study Injury treatment Voluntary conditioning*
*Does not count towards practice time, but cannot be done during the two hour rest/recovery time. In reference to the minimum two hours rest/recovery time between the end of one practice and the beginning of the next practice (on days when more than one practice is scheduled), there can be no practice or other physical activities at all during this time. This time is exclusively for students to rest/recover for the following practice session, whether that session is an actual on field/court practice or a mandatory conditioning period. Additional Regulations for Football Practice All pre-season football practices shall begin with a four (4) day acclimatization period for all participants. During the four (4) day acclimatization period and subject to the rules as noted above, if more than one practice is conducted on the same day, the second practice shall be a teaching period/walkthrough practice only with no conditioning or contact activities/equipment permitted, including helmets. During the four (4) day acclimatization period, helmets shall be the only piece of contact/protective equipment student athletes may wear. During the four (4) day acclimatization period, no contact activities are permitted. Revised October 2014
Eligibility Waiver Application 2015-16 Campus Name: _________________________________________ Sport: ____________________________ (Yes)______(No)______ First Time Applicant
Student Name (print) ____________________________________________________ ID #_______________________________________ Grading Period ___________________________________________________________________ (1st six weeks, 2nd six weeks, etc.) Eligibility Wavier Application Guidelines Texas Administrative Code §74.30 regarding a student enrolled in identified honors courses will be eligible for exemption from the state’s No Pass, No Play policy. A student who earns a grade below 60 may retain UIL eligibility only if he or she meets EIA(Regulation) standards. Eligibility Waiver Application must be completed and submitted for consideration for courses identified as honors courses (Dallas ISD approved courses: Pre-Advanced Placement, Advanced Placement, Dual Credit, and International Baccalaureate). All waivers should be submitted on or before (1) Oct. 9; (2) Nov. 13; (3) Jan. 13; (4) Feb. 26; (5) Apr. 22. Student MUST receive notification of granted waiver prior to participation in any UIL/Extracurricular activity. The student and parent must address the following areas in a separate attached letter (typed is preferred) addressed to the campus Principal: A. Reasons for failure B. Plans to improve grade Student Signature: _____________________________________________________________ Date: ________________________________ Parent/Guardian Signature: ____________________________________________________ Phone: ______________________________ Teacher Use Only: Grade/Average: ___________________ Course Name: ______________________________________________ Teacher Comments and/or Suggested Student Improvement Efforts: _______________________________________________________________________________________________________________________
I support the student’s application for this waiver (Yes) ______ (No) ______ Teacher signature (required): __________________________________________________ Date: ________________________________ Principal Use Only: 1. No disciplinary concerns. 2. Student does not have multiple zeros. 3. Student has made a “good faith” effort in earn a passing grade (retest, make-up work, tutoring, etc.). 4. Student and parent sign, provide letter of explanation for application, and plans to improve grade. 5. Teacher provides comments, support for application, and signature. Comments: _____________________________________________________________________________________ Waiver (Supported) ______ (Denied) ______ Principal signature (required): __________________________________________________ Date: ________________________________
Email waiver application and student letter to Brad Burns, Dallas ISD Athletic Office:
[email protected] Central Office Use Only: Waiver Received & Reviewed (Approved) ______ (Denied) ______ Assistant AD/Compliance Signature: __________________________________________________Date____________________ File completed waiver at campus with campus UIL event Coordinator or Athletic Coordinator & Principal
Revised 7/13/2015
ACKNOWLEDGEMENT OF RULES Attention School Authorities: This form must be signed yearly by both the student and parent/guardian and be on file at your school before the student may participate in any practice session, scrimmage, or contest. A copy of the student’s medical history and physical examination form signed by a physician or medical history form signed by a parent must also be on file at your school. Student’s Name _______________________________________________Date of Birth ________________ Current School _______________________________________________ Parent or Guardian’s Permit I hereby give my consent for the above student to compete in University Interscholastic League approved sports, and travel with the coach or other representative of the school on any trips. Furthermore, as a condition of participation and for the purpose of ensuring compliance with University Interscholastic League (UIL) rules, I consent to the disclosure of personally identifiable information, including information that may be subject to the Family Educational Rights and Privacy Act (FERPA), regarding the above named student between and among the following: the high school or middle school where the student currently attends or has attended; any school the student transfers to; the relevant District Executive Committee and the UIL. I further understand that all information relevant to the student’s UIL eligibility and compliance with other UIL rules may be discussed and considered in a public forum. I acknowledge that revocation of this consent must be in writing and delivered to the student’s school and the UIL. It is understood that even though protective equipment is worn by the athlete whenever needed, the possibility of an accident still remains. Neither the University Interscholastic League nor the high school assumes any responsibility in case an accident occurs. I have read and understand the University Interscholastic League rules on the reverse side of this form and agree that my son/ daughter will abide by all of the University Interscholastic League rules. The undersigned agrees to be responsible for the safe return of all athletic equipment issued by the school to the above named student. If, in the judgement of any representatives of the school, the above student needs immediate care and treatment as a result of any injury or sickness, I do hereby request, authorize, and consent to such care and treatment as may be given to said student by any physician, licensed athletic trainer, nurse, hospital, or school representative; and I do hereby agree to indemnify and save harmless the school and any school representative from any claim by any person whomsoever on account of such care and treatment of said student. I have been provided the UIL Parent Information Manual regarding health and safety issues including concussions and my responsibilities as a parent/guardian. I understand that failure to provide accurate and truthful information on UIL forms could subject the student in question to penalties determined by the UIL.
The UIL Parent Information Manual is located at www.uiltexas.org/files/athletics/manuals/parent-information-manual.pdf. Your signature below gives authorization that is necessary for the school district, its licensed athletic trainers, coaches, associated physicians andstudent insurance personnel to share information concerning medical diagnosis and treatment for your student.
To the Parent: Check any activity in which this student is allowed to participate. Baseball Football Softball Basketball Golf Swimming & Diving Cross Country Soccer Team Tennis Wrestling
Tennis Track & Field Volleyball
Date_________________ Signature of parent or guardian__________________________________ Street address________________________________________________ City________________________ State _______________ Zip ______________ Home Phone ________________________ Business Phone ________________________
Revised January 2016
GENERAL INFORMATION
School coaches may not: • Transport, register, or instruct students in grades 7-12 from their attendance zone in non-school baseball, basketball, football, soccer, softball, or volleyball camps (exception: See Section 1209 of the Constitution and Contest Rules). • Give any instruction or schedule any practice for an individual or a team during the off-season except during the one in school day athleticperiod in baseball, basketball, football, soccer, softball, or volleyball • Schools and school booster clubs may not provide funds, fees, or transportation for non-school activities.
GENERAL ELIGIBILITY RULES According to UIL standards, students could be eligible to represent their school in interscholastic activities if they: • are not 19 years of age or older on or before September 1 of the current scholastic year. (See Section 446 of the Constitution and Contest Rules for exception). • have not graduated from high school. • are enrolled by the sixth class day of the current school year or have been in attendance for fifteen calendar days immediately preceding a varsity contest. • are full-time students in the participant high school they wish to represent. • initially enrolled in the ninth grade not more than four years ago. • are meeting academic standards required by state law. • live with their parents inside the school district attendance zone their first year of attendance. (Parent residence applies to varsity athletic eligibility only.) When the parents do not reside inside the district attendance zone the student could be eligible if: the student has been in continuous attendance for at least one calendar year and has not enrolled at another school; no inducement is given to the student to attend the school (for example: students or their parents must pay their room and board when they do not live with a relative; students driving back into the district should pay their own transportation costs); and it is not a violation of local school or TEA policies for the student to continue attending the school. Students placed by the Texas Youth Commission are covered under Custodial Residence (see Section 442 of the Constitution and Contest Rules). • have observed all provisions of the Awards Rule. • have not been recruited. (Does not apply to college recruiting as permitted by rule.) • have not violated any provision of the summer camp rule. Incoming 10-12 grade students shall not attend a baseball, basketball, football, soccer, or volleyball camp in which a seventh through twelfth grade coach from their school district attendance zone, works with, instructs, transports or registers that student in the camp. Students who will be in grades 7, 8, and 9 may attend one baseball, one basketball, one football, one soccer, one softball, and one volleyball camp in which a coach from their school district attendance zone is employed, for no more than six consecutive days each summer in each type of sports camp. Baseball, Basketball, Football, Soccer,Softball, and Volleyball camps where school personnel work with their own students may be held in May, after the last day of school, June, July and August prior to the second Monday in August. If such camps are sponsored by school district personnel, they must be heldwithin the boundaries of the school district and the superintendent or his designee shall approve the schedule of fees. • have observed all provisions of the Athletic Amateur Rule. Students may not accept money or other valuable consideration (tangible or intangible property or service including anything that is usable, wearable, salable or consumable) for participating in any athletic sport during any part of the year. Athletes shall not receive valuable consideration for allowing their names to be used for the promotion of any product, plan or service. Students who inadvertently violate the amateur rule by accepting valuable consideration may regain athletic eligibility by returning the valuable consideration. If individuals return the valuable consideration within 30 days after they are informed of the rule violation, they regain their athletic eligibility when they return it. If they fail to return it within 30 days, they remain ineligible for one year from when they acceptedit. During the period of time from when students receive valuable consideration until they return it, they are ineligible for varsity athletic competition in the sport in which the violation occurred. Minimum penalty for participating in a contest while ineligible is forfeiture of the contest. • did not change schools for athletic purposes.
I understand that failure to provide accurate and truthful information on UIL forms could subject the student in question to penalties determined by the UIL.
I have read the regulations cited above and agree to follow the rules. ____________________ ________________________________________________________________ Date Signature of student Acknowledgement of Rules Form
Page 2
CA RE Character Attitude RS esponsibilityUILEAthics: portsmanship and
thletics
Published by the University Interscholastic League P.O. Box 8028; Austin, Tx 78713-8028 www.uil.utexas.edu
University Interscholastic League Sportsmanship and uil athletics
Table of Contents
C.A.R.E.......................................................................................................................................................3 Mission Statement...............................................................................................................................4 An Open Letter to the Fans...............................................................................................................5 Fundamentals of Sportsmanship...................................................................................................6 CHARACTER Behavior Expectations........................................................................................................................8 ATTITUDE Public Address Announcements..................................................................................................14 Promoting Good Sportsmanship.................................................................................................16 RESPONSIBILITY Crowd Control Planning..................................................................................................................18 Student-Athletes Code of Conduct................................................................................................19 Coaches Code of Conduct.................................................................................................................20 Steroids.....................................................................................................................................................22 ETHICS Hazing ......................................................................................................................................................24 Gambling.................................................................................................................................................25 Blogging...................................................................................................................................................25 Teachable Moments.............................................................................................................................26
TableofContents C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
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“Champions keep playing until they get it right,” -Billie Jean King, Professional Tennis Player
University UniversityInterscholastic InterscholasticLeague Sportsmanship and uilLeague athletics
C.A.R.E.
The University Interscholastic League is dedicated to offering character-building, educational competition to member school students in Texas. In an attempt to give appropriate athletic competition to our student-athletes, it is imperative that we have a policy in place addressing the correct and incorrect way to conduct oneself as it pertains to UIL sanctioned events, whether it be in practice, competition or outside of the athletic arena. The goal of this manual is to help all associated parties with interscholastic competition display and understand the importance of sportsmanship in the athletic arena. The theme of this manual and for implementing and maintaining proper sportsmanship will be CHARACTER, ATTITUDE, RESPONSIBILITY and ETHICS. Each heading showcases different aspects that are imperative to interscholastic competition and offers ways to ensure that everyone involved enjoys the experience of UIL athletics in a fun and educational setting.
CHARACTER
The qualities a person possesses that shape the way they live their life and affects the manner in which other people view them is character. Someone who displays good character is honest with themselves and others, acts with a high level of integrity and treats others with respect even when they disagree with their views. A high level of character creates a positive image of you in the eyes of others as well as reflects favorably for your program.
ATTITUDE
A positive attitude is essential when participating in athletics and other school sponsored activities. Attitude is the disposition that a person shows when reacting to situations whether they be positive or negative. People with a positive attitude are better able to interact with others and respond to adversity in a healthy manner.
TableofContents C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
RESPONSIBILITY
Taking responsibility is one of the essential qualities of good sportsmanship. Being responsible is accepting one’s actions and showing you are aware of how your decisions affect others. It is always very important that you conduct yourself with pride and take responsibility for yourself and your school.
ETHICS
A person’s ethics can be seen by the way they react when faced with situations that call their integrity and judgment into account. Displaying a high level of ethical behavior is essential when participating in UIL athletics. Whether you are a player, coach, fan, official or administrator it is your responsibility to always conduct yourself in an ethical manner that will help promote the goals of educational athletics.
“The purpose of any athletic endeavor is to challenge human limits both on and off the playing field,” -Unknown
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University Interscholastic League Sportsmanship and uil athletics
Mission Statement
TableofContents C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
The values of good citizenship and high behavioral standards apply equally to all activity disciplines. In perception and practice, good sportsmanship shall be defined as those qualities of behavior, which are characterized by generosity and genuine concern for others. The University Interscholastic League views good sportsmanship as a concrete measure of the understanding and commitment to fair play, ethical behavior and integrity. Responsible behavior at athletic events by participants, coaches, fans, cheerleaders and others as a result of clearly stated goals placed into practice by the UIL and its member schools is the overall goal of the UIL.
StepsforEstablishingGoodSportsmanship Define Goals Goals of good sportsmanship should be clearly stated at interscholastic events and available to coaches, players, parents and spectators.
Communication Desirable sportsmanship behaviors should be articulated and reinforced through game programs, tickets, preseason meetings, assemblies, coaches, athletes and parents. Announcements about proper sportsmanship should be made during all UIL sanctioned events. (see page 14)
Athletic Policy Manual Proper sportsmanship should be emphasized in all materials distributed to student-athRewards letes, parents and spectators. Coaches and school officials should ensure that all partici- Positive behaviors should be recognized and pants are trained in good sportsmanship be- rewarded accordingly. fore the season begins. Contingency Plan School Board Support Each district should have a contingency plan in place to respond The philosophy and goals of the interschoto critical contest lastic activity programs should be adopted situations. All parby the school board. Good sportsmanship ties of the district should always be emphasized as an integral part of educational activities. should know and understand these Administrative Support procedures so that all actions will be In order to ensure good sportsmanship, district administrators need to emphasize comof a cohesive manner. mon sportsmanship goals.
4
“Victory is in the quality of competition, not the final score,” -Mike Marshall, MLB Player 1967-81
University UniversityInterscholastic InterscholasticLeague Sportsmanship and uilLeague athletics
An Open Letter to the Fans
Dear Fan,
You walk up to the stadium or field ready to see a clash between your high school team and your most hated rival. You pull out your hard earned cash for that ticket, that golden ticket that allows you to a seat where you plan to “help” your team with constant berating of the opposing team and officials. You feel it is your duty as a fan to do everything you can for your team, and your role is to call it like you see it from 50 feet away in the stands. What you don’t understand is that your verbal abuse does nothing more than tear at the fabric of high school sports. The players on the athletic field, court or diamond are not being paid to play; they are not professional athletes that have to deal with fans like you on a daily basis. It is a privilege, not a right, for these athletes to compete as much as it is a privilege for you to sit in the stands and watch. But what about your golden ticket that you paid good money for, doesn’t that entitle you to something? Yes, you get the opportunity to watch two schools show off their skills and what they have learned in the athletic classroom. Other than that, your ticket gives you little more than a first-come-first-serve spot on a crowded row of bleachers. Contests could not exist without rules, and just as the players have to abide by rules on the field, you too have to follow the rules in the stands. It’s not all your fault; you probably had someone much like yourself at your high school games. Hopefully it’s not the case, but you may never have seen proper spectator decorum. The UIL has a few basic tips that can help steer you in the right direction. 1. The field of play is the athletic classroom for student-athletes. Instead of math and science they learn teamwork and group responsibility in addition to dealing with success and overcoming adversity. You wouldn’t dare interrupt a teacher giving a test to his or her students, yet you do it to coaches and studentathletes routinely in their classroom. 2. Your ticket does not entitle you to disrespect or degrade others in any way. Everyone who is a part of high school athletics gives their best effort and that commitment to educational athletics should be celebrated. 3. Understand that the student-athletes you are watching will make mistakes, and no participant should be ridiculed at any time because of their efforts. Many of them are still learning the games they play and can easily be disheartened by a rogue fan attacking their performance. 4. High school coaches are actually full-time teachers first and coaches second. Anyone who tries to reverse this order is taking the first step to destroying a program. No one wants a program to fail, but the merciless pressure you put on him or her as someone who had nothing to do with the building of the program can bring it down. 5. Officials are present to promote the game and the student-athletes involved. They make judgment calls in good faith based on their knowledge and extensive training. A lot of time and effort has gone into making sure that they know the rules better than you. Respect their decisions. 6. Finally, you are a guest of the school and should act like one. Winning is an admirable goal of competition, but it is nothing if it comes at the expense of morals, ethics, and common sense. This manual is intended to help participants and school officials understand the importance of sportsmanship in UIL athletics. Please take the time to read each section and feel free to visit our extensive Web site at www.uil.utexas.edu. If you have any questions regarding sportsmanship or the UIL please contact one of our staff members. -University Interscholastic League
TableofContents C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
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University Interscholastic League Sportsmanship and uil athletics
Fundamentals of Sportsmanship Learn Contest Rules It is essential to be well informed of contest rules. The spirit of good sportsmanship depends on conformance to a rule’s intent and to the letter of the given rule. Learn and abide by contest rules at all times.
TableofContents C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility ExerciseResponsibleBehavioratall Times Ethics In order to ensure the true value of interscholastic competition, one must understand their own personal prejudices that may affect judgment and be sure that personal actions are beneficial to the educational values of the activity. Your behavior influences others whether you are aware of it or not.
Respect Officials Officials are present at a contest to ensure participants, coaches and spectators follow the intent of the rules. Their impartial judgment should not be called into question and blame should never be Respect Opponents at all Times placed on officials before, during Opponents are guests and or after competition. The rule of should be treated accordingly good sportsmanship is to accept by providing the best accom- and abide by decisions made by modations and tolerance at all officials in order to teach this valutimes. Showing respect for op- able lesson to students for appliponents is not only appropri- cation later in life. ate, but will positively reflect on your school, team and family. RespectTeammates andYourself The foundation of proper sportsRecognizeandAppreciateSkilled manship begins with your ability PerformancesRegardlessofAffiliation Applaud the good efforts made to recognize and appreciate the by an opponent as well as your efforts of your teammates as well team. Applause is a sign of as yourself. Avoid any activities compassion, recognition of a that could be classified as hazing good performance, reflects a toward teammates and respect true awareness of the game and yourself by choosing not to take performance-enhancing drugs. should be practiced regularly.
6
Positively Interact with Fans Regardless of team affiliation, an important aspect of good sportsmanship is the positive interaction participants, coaches, officials and others have with fans attending a contest. Through positive interaction, a level of decency and compassion is illustrated to individuals attending the sporting event and continued attendance is desired. Display Representative Behavior at Athletic Events As a representative of your school, never allow poor judgment to interfere with the responsibility you have to positively reflect on your program. Regardless of your stature as a student, player, coach, parent or spectator, it is paramount that you show proper sportsmanship and by doing so show that you value the benefits of UIL athletics.
“Most people run a race to see who is the fastest. I run a race to see who has the most guts,” - Steve Prefontaine, Distance Runner
CA RE Character
Character is the most important quality a person must possess in order to show good sportsmanship. It affects the decisions a person makes and the way they are seen by others. This section covers expected behaviors from individuals at sporting events.
University Interscholastic League Sportsmanship and uil athletics
Behavior Expectations
It takes everyone in the school community to ensure that proper sportsmanship is carried out at all TableofContents times. From players, coaches and school officials to spectators and media personnel, sportsmanship is the responsibility of all. C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
OverallAcceptable Behavior
• Applaud all participants during team introductions, regardless of team affiliation. • Show respect to officials and accept their judgments as part of the contest.
• Attempts to distract opponent during contests such as yelling or waving arms during opponent’s free throw attempt, serve, etc.
• Cheerleaders should lead fans in positive
• Antagonizing, disrespectful or derogatory yells, chants, songs or gestures.
• Participants should shake hands before
• Booing or heckling an official’s decision. • Criticizing officials in any way; displays of
cheers that promote sportsmanship and fair competition.
and after each contest, regardless of outcome.
temper with an official’s call.
• Treat competition as a game, keeping the value of education paramount.
nition for good performances following a game.
• Coaches/players search out opposing participants to recognize them for outstanding performance or coaching.
• Blaming loss of game on officials, coaches or participants.
• Applause at the end of a contest for per-
formances of all participants.
•
Everyone show concern for an injured player, regardless of team affiliation.
8
OverallUnacceptable Behavior
• Refusing to shake hands or give recog-
• Laughing or name-calling to distract an opponent. • Use of profanity or displays of anger that draw attention away from the game.
“Character is much easier kept than recovered,” -Thomas Paine, 18th Century Author
University UniversityInterscholastic InterscholasticLeague Sportsmanship and uilLeague athletics
Behavior Expectations of the Coach
• Exemplify the highest moral
character, behavior and leadership, adhering to strong ethical and integrity standards. As coach, it is your responsibility to act in a positive manner to show your athletes the proper way to conduct themselves in competitive situations.
•
Respect the integrity and personality of the individual athlete.
• Do not ask an athlete to do
anything that will put their integrity in question.
• Abide by and teach the rules
of the game in letter and in spirit.
officials or other coaches in includes having proper dressfront of players and specta- ing areas and any pertinent information that could be tors. such as game schedule • Shake hands with the officials useful and post-game procedures. and opposing coaches before and after the contest. This • Be sure to stay on game shows mutual respect between time schedule. Doing this two school officials and also il- will help the officials keep the lustrates good sportsmanship contests running smoothly to spectators of the game. and reduce the amount of • Respect the integrity and time in between contests. judgment of game officials. • Display modesty in victory Do not call their integrity into and graciousness in defeat in question. By showing respect public and in talking with the for officials, you not only are media. Confine remarks to promoting good sportsman- game statistics and the perforship but also showing others mance of your team. Never dethe proper way to handle situ- grade the performance of any ations. participant, coach or official.
TableofContents C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
• Set a good example for play- • Treat opponents and officials •
Hold a pre-season meeting with respect and hospitality to discuss proper sportsman• Refrain from arguments with when hosting an event. This ship with your athletes and parents. It is your responsibility to help ensure that positive sportsmanship is displayed at sporting events. ers and spectators to follow.
• Develop a program that re-
wards participants and spectators for displaying proper sportsmanship and enforces penalties on those who do not abide by sportsmanship standards.
• Be no party to the use of profanity, obscene language or improper actions, which include the verbal or physical abuse of participants, coaches, officials or spectators.
“A good coach will make his players see what they can be rather than what they are,” -Ara Parashegian, Notre Dame Head Football Coach, 1964-74
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University Interscholastic League Sportsmanship and uil athletics
Behavior Expectations:
TableofContents C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
student-athletes and cheerleaders Behavior Expectations of the Student-Athlete
• Accept and understand the seriousness of your responsibility, and the privilege of representing your school and community. Make good sportsmanship a top priority for you and your teammates.
• Live up to standards of sportsmanship es-
tablished by the school administration and the coaching staff.
• Learn the rules of the game thoroughly and discuss them with parents, fans and fellow students. This will assist others as well as you in the achievement of a better understanding and appreciation of the game.
• Treat your opponents with respect and in-
tegrity. All participants work very hard to prepare for competition, and it is paramount that you as an athlete show the proper respect that is earned through hard work and determination.
• Wish opponents good luck before the game
and congratulate them in a courteous manner following the contest, no matter the outcome.
• Respect the integrity and judgment of game
officials. The officials are doing their best to help promote you and your sport. Treating them with respect, even if you disagree with their judgment, will help to make a positive impression of you and your team in the eyes of the officials and everyone at the event.
• Do not say, write or post any derogatory comments about opponents, teammates, coaches, officials or spectators.
10
Behavior Expectations of Cheerleaders
• Understand your responsibility as a cheerlead-
er and take pride in representing your school and community.
• Establish acceptable standards for the squad and follow those standards at every event.
• Transfer your standards to those attending the event in an attempt to show proper crowd participation and sportsmanship.
• Treat opposing cheerleaders as guests when they come to your school.
• Always respect the judgment and integrity of
the game officials. By giving respect to officials, you are showing spectators that you accept the officials’ decisions and illustrating the proper way to conduct oneself in an athletic setting.
• Applaud all participants during introductions and after the game, regardless of team affiliation.
• Select only positive cheers that will praise your team without degrading the opponent.
• Choose appropriate times to cheer.
Give the other squad the same amount of time to cheer as you would expect.
• Show opposing athletes the same respect you would show your own team.
• Encourage a positive crowd alternative when booing or an inappropriate chant begins.
• Give encouragement to injured players and recognition to outstanding performances, regardless of team affiliation.
“Don’t throw in the towel; use it for wiping the sweat off your face,” -Unknown
University UniversityInterscholastic InterscholasticLeague Sportsmanship and uilLeague athletics
Behavior Expectations:
student groups and spectators Behavior Expectations of Student Groups
Behavior Expectations of Spectators
• Always provide positive support for your team. Never ridicule or degrade the opposing team or players.
• Always support your team and the efforts
• Conduct yourself
in an exemplary manner. Remember that you represent your school both at home and away.
• Assist
cheerleaders with yells, chants, etc. Always be a working part of pep assemblies with preparation, organization and involvement.
• Treat opposing players, coaches, specta-
tors and support groups with respect and enthusiasm. Applaud good performances on both teams. Doing this will show that you understand and can recognize athletic achievement, regardless of team affiliation.
• Always display proper sportsmanship to-
ward officials and value their contributions to the game. Respect the judgments made during a contest. All calls are impartial and should be accepted by all parties.
• Use only positive cheers, signs and chants
during a contest. This will show that you understand proper sportsmanship while giving your organization and school a good reputation.
of all participants involved.
• Do not intimidate or ridicule a player, coach or official before, during or after a contest. • Always praise athletes for their actions during a game; never degrade a participant for their efforts. Athletics are a learning experience for students, and mistakes will be made.
TableofContents C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
• Remember that a ticket is a privilege to observe the contest, not a license to verbally assault others or be generally obnoxious.
• Learn the rules of the game so that you may
understand and appreciate why certain situations take place.
• Always respect the integrity and judgment of officials. They are present to regulate the flow and enforce the rules of the game.
•
Show respect for the opposing players, coaches, spectators and support groups. Treat them as guests to your school.
• Use only cheers that support and uplift the teams involved.
• Recognize and show appreciation for an outstanding play by either team.
• Refrain from the use of any controlled substance (alcohol, drugs, etc.) before, during and after the game on or near the site of the event.
• Be a positive role model at events through
your own actions and by censuring those around you whose behavior is unbecoming.
“We cannot fail to win unless we fail to try,” -Tom Clancy, Author
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University Interscholastic League Sportsmanship and uil athletics
Behavior Expectations:
officials, school administrators & media
TableofContents C.A.R.E. MissionStatement Behavior Expectations of Officials AnOpenLetter to the Fans • Know the rules of the game thoroughly. Fundamentalsof • Accept your role in an unassuming manSportsmanship ner and take pride in your work. Character • Maintain confidence and poise, controlAttitude Responsibility ling the contest from start to finish. Ethics • Work with the host school to stay on game schedule as best you can to allow the contests to run smoothly and reduce the amount of time between contests.
BehaviorExpectationsofSchoolAdministrators
• Develop and implement a program for teach-
ing and promoting the ideals and fundamentals of good sportsmanship within the school district and community.
• Have proper sportsmanship rules and penal-
ties in place before the athletic season begins and enforce them throughout the year.
• Support participants, coaches and fans that
teach and display good sportsmanship.
• Publicly shake hands with coaches of both
• Attend events whenever possible and function as a model of good sportsmanship.
• Never exhibit emotions or argue with par-
• Communicate with spectators what is acceptable and unacceptable behavior during an event.
teams before the contest.
ticipants or coaches when enforcing rules.
• Never let your judgment be swayed by the
negative actions of participants, coaches or spectators.
•
When watching a game as a spectator, give the officials, participants and coaches the same respect you would wish to receive when working a contest.
• Respect the integrity and judgment of game officials. Recognize their presence is instrumental to the game and that they do their best to professionally administer the rules of the game. • Recognize exemplary behavior and actively
discourage undesirable conduct by participants, coaches and fans.
Behavior Expectations of the Media
• Promote ideals and fundamen-
coaches or officials during a con- strating partiality to either team. test or in your story. tals of good sportsmanship. • While at a contest, refrain from • Recognize and appreciate the • Report acts of sportsmanlike making any derogatory comefforts of all those who partici- behavior without giving undue ments about participants, offipublicity to unsportsmanlike cials or coaches. pate in the contest. • Always report positively about • Refrain from making negative conduct. comments toward participants, • Report facts without demon- participants in your articles.
12
“Gold medals don’t make champions ... hard work does,” -Unknown
CA RE Attitude
A person should have a positive attitude when participating in school-sponsored athletics. Whether you are a player, coach, fan, official or administrator, having a positive attitude will reflect favorably on your program and help others around you display appropriate behavior. The Attitude section of this manual will cover public address announcements that can help stress the importance of good attitude and sportsmanship at athletic events as well as tips on promoting good sportsmanship .
University Interscholastic League Sportsmanship and uil athletics
Public Address Announcements:
TableofContents C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
Pre-game
• We are pleased to welcome you today to [SCHOOL NAME]. Good sportsmanship is one of the prima-
ry purposes of educational athletics. Our student-athletes recognize that judgment calls- by officials, coaches and themselves- are made in good faith and should be respected. Spectators can support both of these teams by refraining from derogatory or demeaning comments and cheers today. We hope that you will enjoy the game and support the students in a positive and sportsmanlike manner.
• When [SCHOOL NAME] sponsors an athletic event, it considers that happening to be an extension of
the classroom, with the lessons learned as important as those coming out of a textbook. One very important lesson for our students is that of sportsmanship. Please help the [MASCOT NAME] in promoting good sportsmanship by refraining from derogatory remarks and gestures to players, coaches, officials or other spectators. School athletics is a vital part of student development, and together we can all help our students prepare for the future.
• Sportsmanship is a vital part of athletics. The University Interscholastic League and its member schools are dedicated to promoting sportsmanship around the state. During the contest, if you see someone using poor behavior please notify facility personnel. [SCHOOL NAME] believes sportsmanship is of utmost importance and wants you to enjoy the contest in a fun and healthy environment. Thank you for your cooperation.
• The student-athletes involved in tonight’s contest understand the importance of sportsmanship and
know that it should be practiced at all times. Please help our students by showing respect to all participants and spectators at tonight’s contest and cheering only in a positive manner.
14
“The answers to these questions will determine your success or failure. One, Can people trust me to do what’s right? Two, Am I committed to doing my best? Three, Do I care about other people and show it? If the answers to these questions are yes, there is no way you can fail,” -Lou Holtz, NCAA Football Coach
University UniversityInterscholastic InterscholasticLeague Sportsmanship and uilLeague athletics
Public Address Announcements: in-game & post-game In-game Announcements
• Fans, while enjoying the action tonight, please remember to show good sportsmanship by re-
fraining from derogatory yells or gestures. With your help, [SCHOOL NAME] can ensure everyone has a positive experience.
• Interscholastic athletics teaches many important lessons that extend beyond the sidelines. One such lesson is sportsmanship. Please help teach our students this important life lesson during and after the contest by cheering and showing support for good plays on both teams.
• [SCHOOL NAME] would like to thank you for attending tonight’s contest.
Please remember to show good sportsmanship by cheering and showing positive support for your team as well as displaying encouragement for all participants involved.
TableofContents C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
• Hard work, dedication and perseverance are instrumental in reaching success on the athletic field.
Please help in supporting the efforts of all the athletes participating tonight and remember that sportsmanship is something that should be practiced at all times.
Post-game Announcements
• [SCHOOL NAME] would like to thank you for attending tonight’s contest and wish you a safe
trip home. Remember that sportsmanship is always important and should be practiced before, during and after the game. Our students are very important, and with your help we can all teach them the lesson of proper sportsmanship.
• As you leave the facility (gym, field), please remember that all participants involved in
tonight’s contest gave their very best effort. Please help show your support of these fine student-athletes by acting in a sportsmanlike manner. “Only those who dare to fail greatly can ever achieve greatly,” -Robert F. Kennedy, Former U.S. Senator
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University Interscholastic League Sportsmanship and uil athletics
Promoting Good Sportsmanship
TableofContents C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
• Develop and enforce a code of conduct.
•
Form a committee dedicated to helping build sportsmanship in your school and community.
•
High School Activities Week and need for good sportsmanship National Be a Sport Day spon- in the community. sored by the National Federation • Conduct clinics for parents of State High School Associations. and others to discuss playing • Work with local radio and tele- and contest rules, ethics and vision stations to air public ser- good sportsmanship. vice announcements on sports- • Make visitors feel welcome manship. when they attend a contest at
Develop a sportsmanship awards program to honor those individuals who exhibit • Display messages of good outstanding sportsmanship, sportsmanship throughout ethics and integrity. school hallways, in gymna• Hold pre-season meetings siums, on playing fields and and assemblies before contests around the community. to encourage students to ex• Have coaches, players and adhibit proper conduct. ministrators speak to local clubs • Become involved in National and organizations to stress the
16
your school.
• Ensure that game and facility
personnel are helpful and polite to spectators.
• Make frequent public address
announcements at athletic events concerning the importance and use of proper sportsmanship.
“I’ve learned something constructive from every defeat,” -Tom Landry, Dallas Cowboys Head Coach, 1960-88/Member of Professional Football Hall of Fame
CA RE Responsibility
Student-athletes and coaches have the responsibility of showcasing good sportsmanship and should act as examples for others to follow. Being responsible applies to every area of a person’s life, whether it is in the playing arena or everyday life. This section of the manual will give helpful crowd control tips, cover the code of conduct for student-athletes and coaches and explain the dangers and effects of using steroids and performance-enhancing drugs.
University Interscholastic League Sportsmanship and uil athletics
Crowd Control Planning
An important part of ensuring that proper sportsmanship is displayed at athletic contests is to TableofContents have a policy in place for dealing with crowd control. The following general suggestions will help administrators and managers prepare for situations that may arise. C.A.R.E. MissionStatement expectations of event personAnOpenLetter • Establish written behavioral nel. Inform event staff about • Do not allow illegal substances standards and expectations. inside the contest facility. Have to the Fans their duties, rules, regulations admissions, ticket sales and Coaches, players, students, Fundamentalsof Sportsmanship cheerleaders, spectators and and emergency procedures. parking lot personnel observe school personnel should un- Encourage them to avoid be- and screen people for possesCharacter derstand these standards and coming too involved in watch- sion of alcoholic beverages, inAttitude Responsibility expectations. They should ing the event and to be obser- toxication and abnormal or susbe communicated in a vari- vant, active and consistent in picious behavior. Alert crowd Ethics ety of ways, expected to be applying rules and procedures. control supervisors to observe followed and consequences in • Be consistent in applying poli- behavior and whereabouts of place when they are not. cies and rules. Be supportive potential problem people. • Establish and communicate of your supervisory personnel • Supervise restrooms. Have policies and emergency proce- at contests. Make sure they personnel in place to identify dures. Have policies and emer- know you respect and appreci- and discourage any negative gency procedures in place re- ate their role in supplying the behavior that may occur at or garding; a) fire; b) drinking and students involved with educaaround the restroom facilities. possession of alcoholic bever- tional and character building ages; c) possession, use or sale lessons. • Assist and accommodate all of drugs; d) medical emergenpersons with special needs. cies; e) lost and found articles; • Seat student groups and spec- Make every reasonable attempt f ) bomb threats; g) alternatives tators in appropriate places. to ensure any person with spein case of score clock, light or Avoid seating bands or spec- cial needs is able to enjoy the other facility failures; h) trans- tators near the visiting team athletic contest. This includes portation problems. Written bench and the visiting team providing viewing areas for speemergency procedures should seating area. cial needs individuals as well be clearly understood by the as informing them of exits and public address announcer as • Act on policies and proce- pertinent facility information. well as posted at competition dures. When someone is befacilities so that all parties can having in an undesirable way • Have facility diagrams visible which violates the rules of good to the public showing accessee and understand them. sportsmanship, do something sible areas and emergency ex• Identify supervisors and ush- about it. Actions speak louder its. Every spectator at the event ers. They should be expected to than words. Inaction allows the needs to be aware of the proper be active and visible to spectaestablishment of undesirable exits and points of access availtors to discourage and quickly examples and habits that can able to them. This will help with identify problems. lead to more serious problems, crowd control and prepare all • Establish job descriptions and and result in negative learning. parties in case of emergency.
18
“Winning is the easy part, losing is really tough. But, you learn more from one loss than you do from a million wins,” -Amy Van Dyken, Olympic Swimmer
University UniversityInterscholastic InterscholasticLeague Sportsmanship and uilLeague athletics
UIL Student-Athletes Code of Conduct
Trustworthiness • Trustworthiness - Be worthy of trust in all I do. • Integrity - Live up to high ideals of ethics and sportsmanship and always pursue victory with honor. Do what is right even when it is unpopular or personally costly. • Honesty- Live and compete honorably. Never lie, cheat, steal or engage in any other dishonest or unsportsmanlike conduct. • Reliability - Fulfill commitments. Do what I say I will do. Be on time to practices and games. • Loyalty - Be loyal to my school and team. Put the team above personal glory. Respect • Respect - Treat all people with respect at all times, and require the same of other student-athletes. • Class - Live and play with class. Be a good sport. Be gracious in victory and accept defeat with dignity. Give fallen opponents help, compliment extraordinary performance and show sincere respect in pre- and post-game rituals. • Disrespectful Conduct - Do not engage in disrespectful conduct of any sort including profanity, obscene gestures, offensive remarks, trash-talking, taunting, boastful celebrations or other actions that demean individuals or the sport. • Respect Officials - Treat contest officials with respect. Do not complain about or argue with official calls or decisions made during an athletic event.
TableofContents C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
Responsibility • Importance of Education - Be a student first, and commit to getting the best education I can. Be honest with myself about the likelihood of getting an athletic scholarship or playing on a professional level and remember that many universities will not recruit student-athletes that do not have a serious commitment to their education, the ability to succeed academically or the character to represent their institution honorably. • Role Modeling - Consistently exhibit good character and conduct myself as a positive role model. Remember, participation in sports is a privilege, not a right and that I am expected to represent my school, coach and teammates with honor both on and off the field. Suspension or termination of the participation privilege is within the sole discretion of the school administration. • Self-Control - Exercise self control. Do not fight or show excessive displays of anger or frustration. Have the strength to overcome the temptation to retaliate. • Healthy Lifestyle - Safeguard my health. Do not use any illegal or unhealthy substances including alcohol, tobacco and drugs or engage in any unhealthy techniques to gain, lose or maintain weight. • Integrity of the Game - Protect the integrity of the game. Play the game according to the rules. Fairness • Be Fair - Live up to the highest standards of fair play. Be open-minded, and always be willing to listen and learn. Caring • Concern for Others - Demonstrate concern for others. Never intentionally injure any player or engage in reckless behavior that might cause injury to others or myself. • Teammates - Help promote the well being of teammates by positive counseling and encouragement or by reporting any unhealthy or dangerous conduct to coaches. Citizenship • Play by the Rules - Maintain a thorough knowledge of and abide by all applicable game and competition rules. • Spirit of Rules - Honor the spirit and the letter of the rules. Avoid temptations to gain competitive advantage through improper techniques that violate the highest traditions of sportsmanship.
IhavereadandunderstandtherequirementsofthisCodeofConduct.IunderstandthatIamexpectedtoperformaccording to this code, and that there may be sanctions or penalties if I do not. _______________________________________________ _________________ Student-Athlete Signature Date
19
University Interscholastic League Sportsmanship and uil athletics
UIL Coaches Code of Conduct
We at the University Interscholastic League believe that high school athletic competition should be fun, but that it must TableofContents also be a significant part of a sound educational program. We believe that those who coach student-athletes are, first and foremost, teachers who have a duty to assure that the essential elements of character-building are embodied in C.A.R.E. the concept of sportsmanship and six core ethical values: trustworthiness, respect, responsibility, fairness, caring and MissionStatement good citizenship. Finally, we believe that the sincere and good faith efforts to honor the words and spirit of this Code AnOpenLetter will improve the quality of our programs and the well being of our student-athletes. This Code of Conduct applies to all coaches involved in University Interscholastic League sports. to the Fans I understand that in my position as a coach, I must act in accord with the following code: Fundamentalsof Trustworthiness Sportsmanship • Trustworthiness - Be worthy of trust in all I do and teach student-athletes the importance of integrity, honesty, reliCharacter ability and loyalty. • Integrity - Model high ideals of ethics and sportsmanship and always pursue victory with honor. Teach, advocate and Attitude Responsibility model the importance of honor and good character by doing the right thing even when it is unpopular or personally costly. Ethics • Honesty - Do not lie, cheat, steal, engage in or permit dishonest or unsportsmanlike conduct. • Reliability - Fulfill commitments, be on time. Do what I say I will do. • Loyalty - Be loyal to my school and team. Put the team above personal glory. • Primacy of Educational Goals - Be faithful to the educational and character-development missions of the school and assure that these objectives are not compromised to achieve sports performance goals. Always place the academic, emotional, physical and moral well being of athletes above desires and pressures to win. • Counseling - Be candid with student-athletes and their parents about the likelihood of getting an athletic scholarship or playing at a professional level. Counsel them about the requirement of many colleges preventing recruitment of student-athletes that do not have a serious commitment to their education, the ability to succeed academically or the character to represent their institution honorably. • College Recruiters - Be honest and candid with college recruiters about the character, academic abilities and interests of student-athletes. Respect • Respect - Treat all people with respect at all times, and require the same of student-athletes. • Class - Be a good sport. Teach and model class, and be gracious in victory and accept defeat with dignity. Encourage student-athletes to give fallen opponents a hand, compliment extraordinary performance and show sincere respect in pre- and post-game rituals. • Taunting - Do not engage in or allow trash talking, taunting, boastful celebrations or other actions that demean individuals or the sport. • Respect Officials - Treat contest officials with respect. Do not complain about or argue with official’s calls or decisions during or after an athletic event. • Respect Parents - Treat the parents of student-athletes with respect. Be clear about expectations, goals and policies and maintain open lines of communication. • Profanity - Do not engage in or permit profanity or obscene gestures during practices, sporting events, on team buses or any other situation where the behavior could reflect badly on the school or the sports program. • Positive Coaching - Use positive coaching methods to make the athletic experience enjoyable, increase self-esteem and foster a love and appreciation for the sport. Refrain from physical or psychological intimidation, verbal abuse and conduct that is demeaning to student-athletes or others. • Effort and Teamwork - Encourage student-athletes to pursue victory with honor, to think and play as a team, to do their best and continually improve through personal effort and discipline. Discourage selfishness and put less emphasis on the final outcome of the contest, than upon effort, improvement, teamwork and winning with character. • Professional Relationships - Maintain appropriate professional relationships with student-athletes and respect proper student-teacher boundaries. Sexual or romantic contact with students is strictly forbidden, as is verbal or physical conduct of a sexual nature directed to or in view of student-athletes. Responsibility • Life Skills - Always strive to enhance the physical, mental, social and moral development of student-athletes and teach them positive life skills that will help them become well-rounded, successful and socially responsible adults. • Advocate Education - Advocate the importance of education beyond basic athletic eligibility standards. Work with faculty and parents to help student-athletes set and achieve the highest academic goals possible for them. • Advocate Honor - Prominently discuss the importance of character, ethics and sportsmanship in materials about the athletic program, and vigorously advocate the concept of pursuing victory with honor in all communications.
20
University UniversityInterscholastic InterscholasticLeague Sportsmanship and uilLeague athletics
UIL Coaches Code of Conduct
• Good Character - Foster the development of good character by teaching, advocating and modeling high standards of ethics and sportsmanship. • Personal Conduct - Refrain from profanity, disrespectful conduct and the use of alcohol or tobacco in front of studentathletes or other situations where my conduct could undermine my positive impact as role model. • Role-Modeling - Be a worthy role-model, always be mindful of the high visibility and great influence I have as a teacher-coach and consistently conduct myself in private and coaching situations in a manner that exemplifies all that I want my student-athletes to be. • Competence - Strive to improve coaching competence and acquire increasing proficiency in coaching principles and current strategies, character-building techniques and first aid safety. • Knowledge of Rules - Maintain a thorough knowledge of current game and competition rules and assure that my student-athletes know and understand the rules. • Positive Environment - Strive to provide challenging, safe, enjoyable and successful experiences for the athletes by maintaining a sports environment that is physically and emotionally safe. • Safety and Health - Be informed about the basic first aid principles and the physical capacities and limitations of the age group coached. • Unhealthy Substances - Educate student-athletes about the dangers and prohibit the use of unhealthy and illegal substances including alcohol, tobacco and recreational or performance enhancing drugs. • Eating Disorders - Counsel students about the dangers of and be vigilant for signs of eating disorders or unhealthy techniques to gain, lose or maintain weight. • Physician’s Advice - Seek and follow the advice of a physician when determining whether an injured student-athlete is ready to play. • Privilege to Compete - Assure that student-athletes understand that participation in interscholastic sports programs is a privilege, not a right, and that they are expected to represent their school, team and teammates with honor, on and off the field. Require student-athletes to consistently exhibit good character and conduct themselves as positive role models. • Self-Control - Control my ego and emotions. Avoid displays of anger and frustration. Do not retaliate. • Integrity of the Game - Protect the integrity of the game, do no gamble. Play the game according to the rules. • Enforcing Rule - Enforce this Code of Conduct consistently in all sports-related activities and venues. • Protect Athletes - Put the well being of student-athletes above other considerations and take appropriate steps to protect them from inappropriate conduct. • Access - Help make my sport accessible to all diverse communities. • Improper Commercialism - Be sensitive to and avoid unwholesome commercialism including inappropriate exploitation of my name or the name of the school. Make sure school and district officials approve any affiliation or association with a corporate entity. Fairness • Fair and Open - Be fair in competitive situations, selecting a team, disciplinary issues and all other matters. Be openminded and willing to listen and learn. Caring • Safe Competition - Put safety and health considerations above the desire to win. Never permit student-athletes to intentionally injure any player or engage in reckless behavior that might cause injury to themselves or others. • Caring Environment - Consistently demonstrate concern for student-athletes as individuals and encourage them to look out for one another and think and act as a team. Citizenship • Honor the Spirit of the Rules - Observe and require student-athletes to observe the spirit and letter of all rules, including the rules of the game and those relating to eligibility, recruitment, transfers, practices and other provisions regulating interscholastic competition. • Improper Gamesmanship - Promote sportsmanship over gamesmanship. DO NOT CHEAT. Resist the temptation to gain competitive advantage through strategies or techniques that violate the rules, disrespect the highest traditions of the sport or change the nature of competition.
IhavereadandunderstandtherequirementsofthisCodeofConduct.Iwillactinaccordwiththiscode.Iunderstandthat school (and district) officials, as well as the UIL and officials will and should expect that I will follow this code. _______________________________________________ _________________ Teacher-Coach Signature Date
TableofContents C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
21
University Interscholastic League Sportsmanship and uil athletics
Steroids
One important aspect of sportsmanship is respecting the game and not attemping to gain an unfair adTableofContents vantage through the use of performance-enhancing substances. Additionally, using steroids is cheating and there is no honor in competing with their aid. Anabolic steroids unless prescribed by a physician are C.A.R.E. MissionStatement illegal and the side effects of taking such substances are not worth the risk. AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics Males and Females:
SideEffectsofSteroidsforMalesandFemales:
Males:
• Reduced sperm count • Impotence • Enlarged prostate • Enlarged breasts
• High blood pressure • Heart disease • Liver damage • Stroke • Urinary and bowel problems • Ligament and tendon injuries • Severe acne • Baldness • Stunted growth
Females:
• Increased facial and body hair • Deepened Voice • Menstruation problems • Masculine features
“Roid Rage” The term “Roid Rage” is very well known and refers to the severe emotional effects that steroids can have on a person. People experiencing “Roid Rage” can show aggressive behavior, display violence and have severe mood swings. Hallucinations are also a side effect of steroid abuse along with paranoia and depression.
22
“The most important decision I ever made in my career was to live my life in sports as honestly and ethically as possible. Never having compromised my values allows me to look back on my life with no regrets and feel satisfaction in what I was able to accomplish.” -Greg LeMond, 3-time Tour de France Winner
CA RE Ethics
Displaying ethical standards means not cheating or lying for the benefit of yourself or your team. In this section, the manual will cover the practice of hazing, gambling, posting or blogging and end with teachable moments that will allow you to use what you have learned to practice good sportsmanship.
University Interscholastic League Sportsmanship and uil athletics
Hazing
Good sportsmanship is not only limited to the playing field. TableofContents It is also showing compassion and respect toward your own teammates and other students. Hazing is a very serious matC.A.R.E. MissionStatement ter in high schools across the nation. Due to the developAnOpenLetter mental stages of adolescence, many students feel a strong need to belong to a certain group or organization. As a reto the Fans Fundamentalsof sult, many students find themselves in a vulnerable position Sportsmanship and will satisfy the demands of someone else in order to feel as though they belong. Character Attitude Responsibility Hazing should not occur in Texas high schools and the University Interscholastic League takes a very strong stance in Ethics the prevention of such practices. Hazing has been defined as “any activity expected of someone joining a group (or to maintain full status in a group) that humiliates, degrades or risks emotional and/or physical harm, regardless of the person’s willingness to participate.”
Forms of Hazing:
• Physical Abuse • Verbal Abuse • Threats or Implied Threats • Personal Servitude • Insulting New Members
of a Group
• Name Calling • Being forced to wear em-
barrassing or humiliating attire in public
An important part of showing good sportsmanship is not allowing hazing to occur in school athletics. Players, coaches, administrators and others can help to make sure that hazing does not transpire within your program. If you see any act that you believe is a form of hazing, it is your responsibility to tell someone and help to stop the act. Allowing hazing to occur is the same as conducting the act itself. If everyone works together in an effort to stop hazing in your program, you can build closer teams and foster individual relationships, which are healthy to the educational process.
Waystohelpidentifyhazingandputastoptoit: •
Become a role model by • Establish consequences for talking with youth about participating in or allowing hazing and its potential hazing. • Help build awareness problems. • Develop incentives for the about hazing by talking with • Provide assurance for those implementation of non-hazyour friends, family and oth- individuals who do report ing group initiatives and acers. hazing. tivities. Draw attention to hazing and help others interpret hazing as a problem.
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•
“Do you know what my favorite part of the game is? The opportunity to play,” -Mike Singletary, Chicago Bears, 1981-92/Member of Professional Football Hall of Fame
University UniversityInterscholastic InterscholasticLeague Sportsmanship and uilLeague athletics
Gambling & Blogging
Gambling Interscholastic athletics is an important part of education. It teaches students about responsibility, building character, instilling strong ethics, creating positive experiences and showing how to handle adverse situations. In order to keep interscholastic athletics a positive educational experience, it is vital that such practices as gambling not be allowed to infiltrate the boundaries of the sports arena. When gambling is allowed in high school athletics, the purity and educational basis is removed from the sport. Professional as well as intercollegiate sports have experienced a high level of gambling. It is the responsibility of all involved parties to make sure that gambling does not filter down into UIL athletics. For anyone associated with interscholastic athletics to gamble or bet on outcomes and predictions at the high school level would be highly unethical and go against the meaning of educational competition.
TableofContents C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
With the influx of sports gambling web sites, it is easier than ever to place a wager on athletic events and contests. Professional and intercollegiate sports are taking steps to control gambling, and with the help of school personnel, we can help to keep gambling out of UIL athletics. Blogging The Internet allows people to communicate with each other in ways that were not available in the past. With up-to-date news and entertainment, the Internet is quickly becoming the most popular mode of communication. With the introduction of web sites like MySpace and Facebook, people are able to have constant interaction with each other through virtually 24-hour contact. You must be careful of the information that you choose to share on such web sites and through various messaging services like Yahoo! Messenger, AIM and MSN messenger. A wide audience can see the information that you post and choose to share and anything found on your pages and messages reflects upon yourself, your family and your athletic program. As a representative of your school, it is always important to remember that your actions can and will affect others. Being a student-athlete is a big responsibility and people within the community look at you as a reflection of your program. Good sportsmanship extends well beyond the playing or practice field. You must be conscientious of what you say about your athletic program, school and others. Under no circumstances is it okay to write or post anything on your page that could be interpreted as negative or derogatory towards a coach, teammate, official, opponent or any other individual. Many schools do not allow student-athletes to visit such sites on school premises. Student-athletes can help monitor blogging by being careful of what they choose to post or write on their personal messaging pages.
“One man practicing sportsmanship is far better than 50 preaching it,” -Knute Rockne, Notre Dame Head Football Coach, 1918-30
25
University Interscholastic League Sportsmanship and uil athletics
Teachable Moments
The following teachable moments are meant to help put the principles of this manual into practice. Each scenario allows you to what you have learned and allow you to positively react to different situations. Examples of acceptable behaviors will follow TableofContents use each question to illustrate the appropriate way to handle oneself when faced with similar occurances.
C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
1
In a close football game, a player from the opposing team appears to hit your quarterback late but the referee does not throw a flag. • How should you interact with the referee in this situation? • What can you do to control your players and other coaches who are displeased with the referees call? - As stated in this manual, officials are present to promote the sport and athletes by giving their fair and unbiased judgment at athletic events. Their calls should be respected and not criticized during or after a contest. - As a school official, it is your responsibility to ensure that your players and fellow coaches respect and accept the officials judgments. Meetings should be held to discuss acceptable ways to conduct oneself when representing the school and athletic department.
1
During a basketball game, an opposing player fouls you hard. On your way to the free throw line, the player who fouled you says derogatory things to you. • What should your reaction toward the other player be? • How should you treat the opponent during the rest of the game? - Retaliating against another player because of their actions is unacceptable behavior. You should make your way to the free throw line and not engage in any taunting with the opponent. - You should treat the opponent with the level of respect that you would expect for yourself. Reacting positively to potentially negative situations reflects favorably on yourself and your program.
26
2
Coach
At the district golf tournament, you see your top player mark their score sheet wrong, indicating that they made the hole in one less stroke. • What should your immediate response be when learning of the infraction? • How could you be proactive in not allowing this to happen? - Upon learning of the infraction, you should have your player report the discrepancy to a tournament official and reprimand the student-athlete for their actions explaining to them the importance of competing with honor. - Pre-tournament meetings should be held in order to explain the importance of displaying high ethical standards as a representative of the school and community.
2
Players
You are flagged for holding during a football game. Your crowd and coach do not agree with the call and begin to berate the referee. • How should you react toward the referee in this situation? • What should you do to diffuse the crowd’s and your coach’s temper? - As this manual states, an official is always to be respected and their judgment never called into question. They are present to promote you and your fellow participants and should be treated accordingly. - The best way to diffuse any situation is to accept the call with dignity and carry on with the progress of the game. As a student-athlete, your actions have a strong affect on others. If you react responsibly to the situation it will promote good sportsmanship in those present.
3
During a volleyball game, one of your players disagrees with a call made by the line judge and begins to argue the judgment. • How should you handle your player and the line judge? • What steps can you take to ensure that such a situation does not occur during a contest? - An officials call should always be respected and as a coach it is your responsibility to control your players throughout the contest. Speak to the player about their actions and take them out of the game if necessary. - Have frequent discussions with your players about showing respect for officials and the responsibilty they have as a representative of their school.
3
You are hit on the elbow by a pitch in a softball game but the umpire did not notice and does not tell you to take first base. • How should you react to the call? • What should you say to the umpire? - If a call is not made, you have to respect the umpire and not argue about their judgment. Take your place in the batters box and continue with the game. - At no time during or after a contest should a student-athlete argue or say derrogatory remarks to an official. After the game, thank the umpire for their help in promoting you and your teammates. Doing this shines a positive light on yourself and your team in the eyes of those present.
“Good coaches teach respect for the opposition, love of the competition, the values of trying your best, and how to win and lose graciously,” -Brooks Clark, Author
University UniversityInterscholastic InterscholasticLeague Sportsmanship and uilLeague athletics
Teachable Moments
1
Cheerleaders/Student Groups
During a close basketball game your fans begin to chant derogatory cheers directed towards an opposing player. • What should your reaction be in this situation? • How can you redirect the crowd’s attention back toward the game in a positive manner? - As a representative of your school, you should never take part in negative or derogatory actions that would reflect poorly on your program. You have a responsibility to cheer in a positive and enthusiastic manner. - Start a cheer that will refocus the crowd’s attention on the game and the participants. As a cheerleader, many people look to you as an example of how to act at an athletic event. By conducting yourself in a responsible manner, you will help promote sportsmanship and the importance of the competition.
1
At a football game, one of the opposing players commits a late hit on your star running back in what appears to be a deliberate attempt to injure your classmate. • What should your reaction as a group be? • How should you treat the opposing player the rest of the game? - As a group, you should show compassion for your schools player. You should not under any circumstances yell or berate the opponent or act in any manner that may reflect poorly on your school. - You should treat all players with respect and appreciate the effort they are putting forth. Only cheer in ways that will promote your program without degrading the other team.
Spectators/Parents
During a playoff football game, the official makes a call that negates your team’s touchdown. • What should your reaction be? • How should you handle other spectators in the crowd that continue to berate the referee after the call is made? - Accept the official’s call as a part of the contest and continue to cheer for your team in a positive manner. You should never berate or criticize an official for a call they make during an athletic contest. - You should help the cheerleaders in promoting your team by cheering in a positive manner. By not taking part in derogatory cheers you help to promote sportsmanship to others around you.
1
2
TableofContents C.A.R.E. MissionStatement AnOpenLetter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics
2
In the 3rd inning of a baseball game, the fans next to you begin to taunt and berate the umpire. • Should you join in with the taunting? • How would you stop other fans around you from taunting a referee, player or coach? - It is never acceptable to join in any derogatory cheers towards officials or participants at an athletic event. - As a fan, you have the right to enjoy the game in a safe and educational environment. You could politely ask the spectator to cease the cheers and notify a school official if nessessary.
School Administrators
At the homecoming football game, a group of students begin to yell derogatory remarks at the officials and members of the other team. • How would you stop the students from berating the officials and opposing participants? • What proactive steps could be taken to ensure that members of the student body act accordingly at athletic events? - If you hear students berating an official or opponent it is your responsibility to diffuse the situation before it escalates. - Have public address announcements made at all school athletic events stressing the importance of good sportsmanship. Asking the students to cease the cheers and escorting them from the premises if the need arises will allow others to enjoy the contest in a safe environment.
2
During a close softball game, some parents from your school are ejected from the stands for yelling at the umpire. • How would you handle the situation at the game? • How do you handle sportsmanship problems dealing with parents or spectators? - It is your right as a school administrator to take action against fans that are acting in an inappropriate manner. You may issue a policy not allowing the person to attend any athletic event on your campus if the infraction warrants. - It is imperative to have a policy in place when dealing with parents and spectators that conduct themselves in a way detrimental to your school. Meet with parents before the season to explain your policy and enforce it when necessary.
“Teamwork is the fuel that allows common people to produce uncommon results,” -Unknown
27
CA RE
Department of Athletics Equipment and Apparel
I.
II.
III.
IV.
V.
Ordering a. Equipment will be ordered on a per sport basis. b. Equipment will be ordered at the conclusion of each season for the following season. c. Each sport is allotted a budget in which to order their equipment. The actual number of student-athletes who participate will ultimately determine the amount of money spent on each sport. d. Order forms will be distributed electronically by the Department of Athletics with your budget noted. If you need to go over budget, you will need approval from the Department of Athletics. e. Submit your completed orders electronically to your athletic coordinator. Athletic coordinators will submit ALL equipment orders on one attachment to the Department of Athletics via email by the requested deadline. Please do not send individual orders by sport. f. Athletic coordinators must confirm that all orders are completed including colors, sizes, quantities, and within budget before submitting to the Department of Athletics. Deliveries a. All equipment will be delivered to the Dallas ISD Central Receiving prior to being distributed to schools. b. Equipment is not delivered during school closings or holidays. Ordering from Activity Accounts or Booster Clubs a. Equipment ordered from campus activity accounts must be approved and processed by the athletic coordinator and principal or business manager. b. NO EQUIPMENT SHALL BE ORDERED OR RECEIVED UNLESS A PURCHASE ORDER (PO) OR CHECK HAS BEEN ISSUED TO THE VENDOR. c. Equipment must be purchased from approved vendors. d. Coordinators must return to the sender any equipment delivered without having been purchased. Inventory a. A preseason inventory needs to be taken to ensure that all equipment is on hand. b. A postseason inventory needs to be taken and recorded. Two copies of this inventory needs to be completed. One copy is kept for your records and one copy must be submitted to the athletic coordinator. c. Inventory sheets must be submitted to the athletic coordinator no later than two weeks following the completion of the season. Uniforms a. The following sports order uniforms on a rotation basis: Volleyball, Boys Basketball, Girls Basketball, Softball, Baseball, Boys Soccer, and Girls Soccer. b. Rotation for these sports is every four years at the high school level and every five years at the middle school level. c. Availability of funds will ultimately determine whether or not uniforms can be purchased per rotation.
Department of Athletics Equipment and Apparel
VI.
VII.
VIII.
Storage a. All cloth equipment should be washed, folded, and stored in a secure area at the end of the season. b. All other equipment should be stored in a secure and well-ventilated area at the end of the season. c. Head coaches are responsible for conducting preseason and post season inventories and submitting documentation to the athletic coordinator on the campus. d. If equipment or apparel becomes missing or lost, the head coach must submit the student(s) responsible on a “not clear” list and charge them for the missing equipment or apparel. Documentation should be provided to the athletic coordinator on the campus. e. Prices and costs of items can be obtained from the central athletics office. Monies collected for missing equipment or apparel must be deposited at the campus with the business manager and documented. f. The Department of Athletics is not responsible for replacing lost or stolen equipment. g. It is the responsibility of the campus (athletic coordinator) to maintain a secure area for storage of equipment. Donations a. Any school or program receiving donations must complete all required paperwork at the campus, per district policy. b. Any donations are made to the school (district) and NOT for individual students. c. Donations of any kind must be inventoried, documented, and collected at the end of each season. d. Donations must be included in the season inventories and documentation submitted to the athletic coordinator at the campus. Contact a. Coaches must submit questions/inquiries in regards to equipment to the athletic coordinator on the campus. b. Coordinators may contact Silvia Salinas (
[email protected] or 972-749-2455) for questions regarding equipment and apparel.
2015‐2016 COACHING STIPENDS
Athletic: Supplemental Earnings 1.00 ‐ 1.09 1.00 ‐ 1.05 Athletic Coaches** Supplemental earnings is designed to compensate certified Teachers who serve as coaches of extracurricular athletic activities. The rules for the supplemental earnings require that coaches meet district and University Interscholastic Leage (UIL) certification requirements, as well as the Minimum Standard requirements of the Department of Athletics. The Department of Athletics is responsible for designating coaches based on the needs to the particular school. Coach designations must be communicated by the school to the Department of Athletics and then to the Compensation Department in order for the coach to be considcered for the supplemntal earning. Some extracurricular athletic activites may require coaches to serve in the respective position throughout the year in order to be eligible to receive the supplemental earning, including but not limited to athletic practices/contests and other activities and/or duties as assigned by the campus athletic coordinator or the Department of Athletics executive staff. These supplmental earnings amounts are paid according to the Department of Athletics Supplemental Earnings 1.00 ‐ 1.05 Coaching Assignments chart below, and are paid over 12 months from September through August.
JV/ASSISTANT COACH
COORDINATOR/S
$5,500 $8,000 $4,000 Salaried $6,000 $5,500 $5,500 $6,000 $3,000 $3,000 $5,500 $6,500 $5,500 N/A N/A N/A N/A $2,000 $2,000 $1,000 $2,500 $2,000 $2,000 $2,000 $2,000
$3,500 $4,000 $2,000 $6,500 N/A $3,500 $3,500 N/A $1,500 $1,500 $3,500 $4,000 $3,500 N/A N/A N/A N/A $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000
N/A N/A N/A $7,500+ N/A N/A N/A N/A N/A N/A N/A N/A N/A $3,500 $3,500 $2,500 $3,000 N/A N/A N/A N/A N/A N/A N/A N/A
AF
Baseball Basketball Cross Country Football Golf Soccer Softball Swimming Team Tennis Tennis Track & Field Volleyball Wrestling Assistant Coordinator Transportation Coordinator Video Coordinator Athletic Coordinator Baseball Basketball Cross Country Football Soccer Softball Track & Field Volleyball
D
High School High School High School High School High School High School High School High School High School High School High School High School High School High School High School High School Middle School Middle School Middle School Middle School Middle School Middle School Middle School Middle School Middle School +Offensive and Defensive
HEAD COACH
T
SPORT / ASSIGNMENT
R
LEVEL
Reference: DRAFT Compensation Supplemental Handbook ‐ Human Capital Management Effective Sept. 1, 2015
DepartmentofAthleticsͲProcedures SubmittingEntryFees
ThisprocessisforcoachestorequestfortheDepartmentofAthletics(ATH)tocoverentryfeesfor upcomingtournamentsandathleticeventsfortheirsport. 1. EntryfeepaperworkmustbesubmittedtotheATHofficepriortothefirstdayoftheseasonof thatsport. 2. Entryfeerequestsmustbesubmittedatleast2weekspriortoeventtoensurepayment.Alllate requestswillberejectedandyouwillberequiredtopayfromyouractivityfundaccount.You mayrequesttheATHofficetoreimburseyouractivityaccountaftertheevent. 3. Entryfeeformmustbecompletedwithnomissinginformation.Missinginformationwilldelay theapprovalprocessandpossiblepayment. 4. Attachtournamentsheettoentryfeeform(APWILLNOTPROCESSWITHOUTTHIS INFORMATION). 5. Entryfeeformmusthavepropersignatures. 6. Donotcombineevents.Aseparateformmustbesubmittedforeachevent. 7. AthleticCoordinatormustkeepalogofeachrequestbysport. 8. AthleticCoordinatororAssistantCoordinatorshouldemailscannedentryfeerequeststoSilvia Salinasat
[email protected]forprocessingordelivertothemainoffice.(NOFAXES). 9. Incompleteformsandrequestswillbereturnedtothecampus. 10.ATHofficewillonlypaytheamountsindicatedontheregionalagreement.Individualschools areresponsibleforpayingfeesexceedingamountsindicatedontheagreement. 11.Paymentswillbesenttotheeventaddressindicatedontheentryfeeform.PLEASEMAKESURE THEADDRESSISCORRECTANDTHEORGANIZATIONISANAPPROVEDVENDOR. 12.AllnonͲDallasISDschools(includingboosterclubs)hostingeventsmusthaveaDallasISDvendor numbertoreceivepaymentfromthedistrict.VendorsetͲupformsshouldbegiventoschools (orboosterclubs)thatdonothaveavendornumberwithourdistricttoexpeditethepayment process.ContactMoniseat
[email protected]toverifyvendorinformationBEFORE submittingrequest. ContactSilviaSalinasforanyadditionalquestions.
Department of Athletics Entry Fee Request for Payment Requestor Information (PLEASE PRINT CLEARLY) Requestor Name:
School:
Phone Number (Include Area Code):
Name of Event Attending:
Date of Event:
Name of Sport:
Please indicate the number of teams in the following blanks (for team sports) OR number of athletes for each division (for cross‐country, golf, track & field, wrestling): ________ Varsity Boys ______ _ Varsity Girls ________ JV Boys _________ JV Girls ________ Freshmen Boys ______ _ Freshman Girls ________ Other Total Amount Requested for Payment:
Name of Event Contact Person:
Check Made Payable To:
Mailing Address To Send Check:
City State Zip Code ___________________________________________________________________________________________________ Head Coach’s Signature Date ___________________________________________________________________________________________________ Athletic Coordinator’s Signature Date Important Please Read: Requests must be submitted by coordinators to the Department of Athletics. Coaches must contact the Department of Athletics IMMEDIATELY if the event is cancelled, if the fee has changed, or if the head coach decides not to attend the event. Coaches must also include a copy of the invitation to the event, which provides the following information: event name, contact person’s name, address, and fee amount. Please contact the Department of Athletics at (972) 749‐2450, if you have questions.
Form CA-760—7M—22763—14
WHITE — Stadium Manager CANARY— Official/Referee
Date
No DEPARTMENT OF ATHLETICS REQUEST FOR PAYMENT
Sept. 16, 2015 (of contest)
AA
Molina Gym
Location of Event
Check for special event funding
I. PAYEE INFORMATION
VENDOR NO.
William Johnson
Name
1 2 3 45 29
TR. 1
Fund. 199
36
2
Func. Obj. 36 6299 5
SubObj. 00
Org. 902
11
14
7
Prog. X91
Must Complete and Attach Change of Address Form Address
1111 Roadway St. Dallas, TX 75215 (Zip)
[email protected] 214-222-2222
II. EVENT DETAILS Home Home Home
Event
Away
VS.
Away
V / JV / Fr / MS
VS.
Away
V / JV / Fr / MS
Football
Basketball
Baseball
Golf
Track & Field
Swimming
Volleyball
Soccer
Softball
Tennis
Wrestling
Cross Country
Playoffs
Meet
Tournament
Special Event
Non-District / Scrimmage District
SA
X
V /O JV /O Fr / MS O
VS.
M
X
X Girls
Boys
Samuell
PL
Molina
Sport
TX 1234
E
Telephone No. and Email:
Social Security or Tax No.
III. REPORTING TIME: Time In:
5:30
Time Out:
IV. ATTENDANT COSTS
9:00 Game Fee(s)
X Sports Official
Duty Performed:
Travel
Meals & Other Total Cost
Signature of Payee:
AUTHORIZATION AND APPROVAL I certify that the above claimed services were rendered and that the amount is accurate PAYMENT APPROVED
Julie Jones Assistant Director Signature
Signature of Manager Verifying Payment and Duty Performed
Signature of Officer Authorizing Payment (Athletic Dept.)
Comments:
$110.00 $15.00 $125.00
INSTRUCTIONS FOR COMPLETING REQUEST FOR PAYMENT FORM The Request For Payment Form is designed for use in the Athletic Department to remunerate officials and other non-DISD employees for services rendered during athletic events. It must be emphasized that this form is not to be used for payment of employees of the District; their payment must come through the Supplement Pay Procedure. I. PAYEE INFORMATION
Fill in your full Vendor name and address. Be sure to include the zip code. If you have a change of address, you must complete the Change of Address Form and attached to this invoice. WE MUST HAVE YOUR SOCIAL SECURITY OR TAX NUMBER. No payment will be processed unless this information is complete.
E
II. EVENT DETAILS
PL
Complete the event details; List home and visitor team(s); Circle level(s) played; Check sport and event category. If this was a Special Event indicate the name of the event. III. REPORTING TIME:
IV. ATTENDANT COSTS
M
Fill in arrival time for game and end of game time.
SA
Indicate the Duty Performed (Services Rendered). A standard service is Sports Official. A checkbox is available. If the services are any different, please indicate. Next, indicate the game fee that is agreed upon for the services rendered and that aligns with the UIL Section 1204 Official Fees for that sport. If travel is on a mileage basis, so indicate the total miles traveled and the rate per mile. If travel costs is fixed, indicate only total travel cost. If no travel is authorized, indicate none by placing a zero. Add the total cost for the service and put that amount in the total cost blank. The person rendering the service (the payee) must sign the form. A signed form indicated the payee agrees to the services rendered as well as the total cost for these services. The payee should keep a copy for their records. V. AUTHORIZATION AND APPROVAL
The Person responsible for securing the officials will certify that the services claimed in the Request For Payment Section were actually rendered and that the Total Cost amount requested is accurate. (This will normally be the Stadium Manager or Campus Manager.) The Manager will then sign. The Payment Approved line will be signed at the Department of Athletics office as verification of funding. Once final approval is given, payment will be submitted to Accounts Payable for processing. Accounts Payable will expedite payment; normally five working days are required to process a request for payment. The payee (vendor), manager and the Department of Athletics should retain a copy of this invoice for documentation.
Department of Athletics ‐ Procedures Campus Cash Management This process is for Athletic Campus personnel on how to prepare and report the cash deposits after each athletic event. Campus Personnel Process Campus Manager (Athletic Coordinator) Validation, deposit prep and reporting Ticket Seller Selling and reconciling Ticket Taker Entrance and pass logging Office Clerk/Financial Clerk (OM/FC) Deposit accepting for courier End of Game Ticket Taker ‐ Returns ticket stubs and Pass Report to Manager. ‐ Reports to Manager final count of tickets collected. Amount should match number of stubs returned. Ticket Seller ‐ Returns cash and undistributed tickets to Manager. ‐ Reports to Manager final count number of tickets sold and final cash collected = tickets sales ‐ Sign Ticket Report as Ticket Seller. Signatures validate the total sales is accurate. Reporting – Ticket Report Manager/Athletic Coordinator ‐ NOTE: Must be done night of event. ‐ Records final count of ticket stubs collected and logs ticket numbers on ticket report. Number of tickets stubs collected should match number of missing ticket numbers. ‐ Records number of tickets sold, price per ticket then total amount per type of ticket ‐ Records total sales and indicated any overage or shortage. ‐ If there is an overage or shortage of funds, reason should be indicated in the remarks section; any shortage of funds should be reconciled before submitting cash deposits. ‐ Sign as Ticket Auditor. Signatures validate the total sales is accurate. Reporting – Deposit Ticket Manager/Athletic Coordinator ‐ Prepares Bank of America deposit slip This deposit ticket is for Bank of America and is specifically for deposits into the Department of Athletics revenue account. The first 9 digit code indicates the account number and documents campus details. Parameters Data to Enter Date Date of Deposit Currency Enter total dollar amount Coins Enter total coin amount Checks Leave blank TOTAL Enter total amount TOTAL ITEMS Leave blank ‐ Make scanned copy of deposit slip. DEPOSIT AMOUNT AND TICKET REPORT TOTALS SHOULD BE THE SAME AMOUNT.
Created July 2015
Department of Athletics ‐ Procedures Campus Cash Management Cash Preparation Manager/Athletic Coordinator ‐ Before placing in secure bank money bag, Ticket Seller, Ticket Auditor (Manager/AC) and Athletic Coordinator need to have validated the amount. Signatures indicate validation. ‐ Fill in the details of the deposit bag Parameters Data to Enter To Bank of America From Campus Name – Athletics Prepared By Athletic Coordinator Name Cash Amount Enter total amount in bag (all deposits slips added to total this amount) ‐ Place cash in money bag as appropriate with Bank of America deposit ticket. ‐ Seal bag and secure in locked safe. ‐ NOTE: CASH SHOULD NEVER LEAVE THE SITE. ‐ Carry sealed money bag to the Office Manager/Financial Clerk to prepare for courier pick up. ‐ Have OM/FC sign off that they have received the bag and the amount matches total on bag. See Courier Log Template. Reporting – Game Reports Manager/Athletic Coordinator ‐ Scan a copy of all ticket reports and deposit tickets to
[email protected] ‐ Subject line should read: Campus‐Sport‐Date of event Ex. Conrad‐Volleyball‐9/22/15 ‐ NOTE: Ticket Reports should total Deposit tickets. ‐ Scan within 24 hours of event and before turning in deposit to Office Manager/Financial Clerk for courier pick‐up.
Created July 2015
PL E
SA
M
XXXXX
Bank of America
Molina - Athletics
Amanda Atlas Sept. 26, 2015
130.00
Department of Athletics I‐Expense Procedures for Requesting Student Travel Advancement This procedures is for planning and preparing for out of district travel for students, including meals and hotel. Before the event: Complete the Request for Reimbursement Form for an advance for meals and hotel. (Excluding Playoff events for form– must adhere to restrictions given by Sport Assistant Director/Athletic Director) Hotels will need to be reserved by the coach in which this advancement would cover any expenses. If you choose not to book the hotel you must notify the Department of Athletics immediately. Save all receipts to submit after event. Per meal allocation is $7.00. $10.00 for State events only Documents needed for upload: List of athletes and their coaches, Event Flyer that documents event date(s), location and general information, scan copies of receipts Your Office Manager/Financial Clerk should be able to assist you as well, if not complete for you. The following should help navigate through most of the process but should not be considered a step‐by‐ step process: BE SURE TO CHANGE THE ORGANIZATION NUMBER TO 902 – this will ensure it is routed to our office. Select the appropriate Expense Type: o Advance Only ‐ to get an advance on hotel, flight, and registration fees
2
Note: always use the drop down button, calendar button and search icon when available. You will enter the Current date of request, Receipt Amount per expense, Expense type will ALWAYS be Prepayment – Advance Student Travel. There are 3 types of expenses; Meals, Hotel, Gas or Rental (if taking own vehicle) Under Additional Information you must indicates clear expense details Ex. Meals for 5 student and 2 coaches to attend 2 days of Regional tournament, Feb. 20‐21… Ex. Hotel for 5 students and 2 coaches – 4 rooms at $$ rate…
SAVE periodically and as you navigate through the process.
Enter date of events, amount per day, Prepayment‐Advance Student Travel, Description
Updated Oct 2015 * Assistant Athletic Director of Business,
[email protected] * 972‐749‐2453
3
Click Details to verify daily expenses. When entering request details, complete all fields.
Enter Expense Location as City of event. Select Return to go back. Save. Select Next to move to next screen. For each line code Student Travel is 199‐00‐1415‐00‐000‐X‐00. Click Next to move on. This screen is where you will add a List of Student and Coaches names as well as a flyer or invitational document that details the event, time and location.
Once you hit submit, you will have a summary screen. Click File>Page Setup to select Landscape. Then Click File>Print to PDF and send to the Assistant Athletics Director of Business. Also keep for your records and send to Accounts Payable for final approval. Once you return from your event, you must submit another I‐Expense to close this event with same documentation as well as copy of ALL receipts.
Updated Oct 2015 * Assistant Athletic Director of Business,
[email protected] * 972‐749‐2453
Select the appropriate Expense Type: o
Student Travel Reimbursement ‐ to either get full reimbursement or close out the event.
If you receive an advance, you will be required to enter that amount. If you costs exceed what was advanced, you will be sent the difference. If your costs were less, you will need to deposit the difference back into the account. This will require you to take the funds to the Treasury department with a copy of your I‐Expense report. Reference Materials: Board Policy: http://pol.tasb.org/Policy/DEE(REGULATION) iExpense Training: Please contact Business System Training ‐iExpense at 972‐925‐4060 Per Diem Rate: http://www.gsa.gov/Per Diem Rates Look‐Up Tax‐Exempt Form: http://inet.dallasisd.org/forms/accounts/HOTELTAXEXEMPTFORM.pdf
Updated Oct 2015 * Assistant Athletic Director of Business,
[email protected] * 972‐749‐2453
4
Department of Athletics I‐Expense Procedures for Requesting Student Travel Advancement
This procedures is for planning and preparing for out of district travel for students, including meals and hotel. Before the event: Complete the Request for Reimbursement Form for an advance for meals and hotel. (Excluding Playoff events for form– must adhere to restrictions given by Sport Assistant Director/Athletic Director) Hotels will need to be reserved by the coach in which this advancement would cover any expenses. If you choose not to book the hotel you must notify the Department of Athletics immediately. Save all receipts to submit after event. Per meal allocation is $7.00. Documents needed for upload: List of athletes and their coaches, Event Flyer that documents event date(s), location and general information, scan copies of receipts Your Office Manager/Financial Clerk should be able to assist you as well, if not complete for you. The following should help navigate through most of the process but should not be considered a step‐by‐ step process: BE SURE TO CHANGE THE ORGANIZATION NUMBER TO 902 – this will ensure it is routed to our office. Select the appropriate Expense Type: o Advance Only ‐ to get an advance on hotel, flight, and registration fees
2
Note: always use the drop down button, calendar button and search icon when available. You will enter the Current date of request, Receipt Amount per expense, Expense type will ALWAYS be Prepayment – Advance Student Travel. There are 3 types of expenses; Meals, Hotel, Gas or Rental (if taking own vehicle) Under Additional Information you must indicates clear expense details Ex. Meals for 5 student and 2 coaches to attend 2 days of Regional tournament, Feb. 20‐21… Ex. Hotel for 5 students and 2 coaches – 4 rooms at $$ rate…
SAVE periodically and as you navigate through the process.
Enter date of events, amount per day, Prepayment‐Advance Student Travel, Description
Updated July 2015 * Assistant Athletic Director of Business,
[email protected] * 972‐749‐2453
3
Click Details to verify daily expenses. When entering request details, complete all fields.
Enter Expense Location as City of event. Select Return to go back. Save. Select Next to move to next screen. You will need to indicate the line code.
Use Search Icon, search for line code item, hit GO, quick select for each segment For each line code Student Travel is 199‐36‐6412‐00‐902‐X‐91. Click Next to move on.
Updated July 2015 * Assistant Athletic Director of Business,
[email protected] * 972‐749‐2453
This screen is where you will add a List of Student and Coaches names as well as a flyer or invitational document that details the event, time and location.
Once you hit submit, you will have a summary screen. Click File>Page Setup to select Landscape. Then Click File>Print to PDF and send to the Assistant Athletics Director of Business. Also keep for your records and send to Accounts Payable for final approval. Once you return from your event, you must submit another I‐Expense to close this event with same documentation as well as copy of ALL receipts. Select the appropriate Expense Type: o
Student Travel Reimbursement ‐ to either get full reimbursement or close out the event.
If you receive an advance, you will be required to enter that amount. If you costs exceed what was advanced, you will be sent the difference. If your costs were less, you will need to deposit the difference back into the account. This will require you to take the funds to the Treasury department with a copy of your I‐Expense report.
Updated July 2015 * Assistant Athletic Director of Business,
[email protected] * 972‐749‐2453
4
Reference Materials: Board Policy: http://pol.tasb.org/Policy/DEE(REGULATION) iExpense Training: Please contact Business System Training ‐iExpense at 972‐925‐4060 Per Diem Rate: http://www.gsa.gov/Per Diem Rates Look‐Up Tax‐Exempt Form: http://inet.dallasisd.org/forms/accounts/HOTELTAXEXEMPTFORM.pdf
Updated July 2015 * Assistant Athletic Director of Business,
[email protected] * 972‐749‐2453
5
Department of Athletics Request for Reimbursement Form (Pre‐Approval Required)
Campus: Date(s) of Event: Coach: Estimated Expense(s) Registration Fee(s) Hotel/Lodging Miscellaneous Student Expense(s) Hotel/Lodging Meals Miscellaneous
Location: Sport: Per Diem Rental/Mileage
Provide a brief explanation of the event and number of attendees and any miscellaneous expenses:
*Attach any relevant documentation for event. Campus Athletic Coordinator Approval
/ Date
Completed by the Department of Athletics: Date Received: Notes:
Assistant Director Approval/Date: Business Manager Approval/Date:
Created: Dec. 8, 2014 * Business Manager,
[email protected] * 972‐749‐2453
Department of Athletics Entry Fee Request for Payment Requestor Information (PLEASE PRINT CLEARLY) Requestor Name:
School:
Phone Number (Include Area Code):
Name of Event Attending:
Date of Event:
Name of Sport:
Please indicate the number of teams in the following blanks (for team sports) OR number of athletes for each division (for cross-country, golf, track & field, wrestling): ________ Varsity Boys
_______Varsity Girls ________ JV Boys ___________ JV Girls
________ Freshmen Boys
_______ Freshman Girls ________ Other
Total Amount Requested for Payment: Name of Event Contact Person: Check Made Payable To: Mailing Address To Send Check:
City
State
Zip Code
___________________________________________________________________________________________________ Head Coach’s Signature Date ___________________________________________________________________________________________________ Athletic Coordinator’s Signature Date Important Please Read:
• • • •
Requests must be submitted by coordinators to the Department of Athletics. Coaches must contact the Department of Athletics IMMEDIATELY if the event is cancelled, if the fee has changed, or if the head coach decides not to attend the event. Coaches must also include a copy of the invitation to the event, which provides the following information: event name, contact person’s name, address, and fee amount. Please contact the Department of Athletics at (972) 749-2450, if you have questions.
Department of Athletics Middle School-High School Alignment and Coordinators Silvia Salinas Madison
Annette Scogin Adamson
Scott Jackson Conrad
Brad Burns Carter
Stacey Segal Jefferson
Dade
Garcia
Tasby
Atwell
Skyline
Bryan Adams
Kimball
Hillcrest
Cary Medrano
Ann Richards Lang
Dade
North Dallas
Browne Zan Holmes
Franklin
South Oak Cliff
Gaston Hill
Roosevelt
Molina
Pinkston
Storey Zumwalt
Rusk Spence
Holmes
Stockard
Edison
Lincoln
Seagoville
Spruce
Samuell
Sunset
W.T. White
Seagoville MS
Balch Springs Comstock
Florence Hood
Greiner Quintanilla
Marsh Walker
WilmerHutchins Kennedy Curry
Woodrow Wilson Long
Middle School District Alignment/Draw 2016-2017
District 1
District 2
Browne Trojans
1
Gaston Panthers
1
Stockard Panthers
2
Long Buccaneers
2
Atwell Archers
3
Balch Springs Jaguars
3
Quintanilla Stars
4
Florence Gladiators
3
Garcia Javelinas
5
Piedmont Mustangs
4
Zan Holmes Lions
6
Lang Pioneers
5
Greiner Yellow Jackets
7
Ann Richards Rangers
6
Edison Eagles
8
Hill Highlanders
7
District 3
District 4
Tasby Lions
1
Zumwalt Lions
1
Rusk Rams
2
Comstock Cougars
2
Cary Colts
3
Holmes Tigers
3
Walker Timberwolves
4
Dade Vikings
4
Franklin Falcons
5
Kennedy Curry Eagles
5
Marsh Matadors
6
Balch Springs Jaguars2
6
Medrano Eagles
7
Florence Gladiators2
6
Spence Hornets
8
Storey Eagles
7
Seagoville Dragons
8
High School Head Coaches I. II. III.
IV.
V.
Is responsible to the Campus Coordinator Is responsible for the leadership of the program of his/her respective sport and the evaluation of assistant coaches Scheduling A. B. C. D. E.
Prepares rosters and UIL eligibility Conducts academic progress checks Develops appropriate rules and guidelines for sport Schedules non-district game and tournaments Schedules practices
Recruiting and Promotions
A. Makes recommendations to the Campus Coordinator and Principal in the recruitment and assignment process of assistant coaches B. Develops good relationship with middle school coaches C. Promotes multi-sport participation and attends a variety of sporting events in district Meetings
A. Supervises all sub varsity programs and staff. Provides workshops and clinics and establishes expectations with assistant coaches
B. Evaluates assistant coaches formally and informally
C. Must formally observe assistant coaches at least 4 times per season and communicate these observations to the coach in a 1 on 1 meeting D. Attends clinics and workshops for professional development
E. Attends all meetings with Coordinator and Director of Athletics
F. Performs other duties as assigned by the Principal, Director of Athletics, and Campus Coordinator
VI.
G. Conducts pre-season parent meeting with handbook containing rules, procedures, and expectations for the upcoming season. Handbooks must be approved by Campus Coordinator
Organizes and coordinates specific sport schedule on campus
A. Provides written workouts with times available for documentation
B. Develops a current activity roster to include team information, jersey numbers, and name. C. Updates sport specific website
VII.
D. Updates Rank One Finances
A. Maintains budget – sends in equipment list, transportation schedule to TC, entry fees
B. Creates and maintains appropriate Booster Club funds and allocates funds correctly
VIII.
Facilities A. Secures game officials for contests and works with the campus coordinator on securing clock, bookkeepers, and announcers
B. Updates Campus Coordinator regarding maintenance needs of game equipment, secures equipment in and out of season IX.
C. Routinely checks facilities and equipment for safety Post Season
A. Submits end of season reports, evaluations, and overall sport specific summary to Campus Coordinator
X.
XI.
B. Works with Campus Coordinator on all extended play
Booster Club
A. Actively participates in on campus booster club meetings and functions
Transportation
A. Schedules all transportation for specific sport while working with the Transportation Coordinator XII.
B. Implements the Dallas ISD transportation policy
Compliance
A. Must complete all UIL required certification
B. Must be CPR certified
C. Recommend you’re a member of State Coaches Association
XIII.
D. Knows and complies with all UIL and TEA eligibility, residency, and academic guidelines as well as Dallas ISD policies and procedures and reports any possible violations
Duties
A. The Director of Athletics is responsible for the assignment of all coaches and the coaching assignments are subject to change at the discretion of the Director and Campus Coordinator.
High School Assistant Coaches I. II.
Is responsible to the Head Coach and Campus Coordinator Is responsible to assist the head coach in the development of a complete, competitive, interscholastic sport
III.
Scheduling
IV.
A. Provides Head Coach with the team roster prior to the first contest.
Recruitment and Promotions
A. Promotes multi-sport participation and attends a variety of sporting events in the district
B. Promotes academic excellence for all student-athletes
C. Promotes loyalty to program
D. Attends award ceremony involving all sports for which assigned
V.
E. Promotes a positive image of the total athletic program in the community and on each campus
Meetings
A. Attends coaches in-service and meetings as called VI.
VII.
VIII.
B. Attends clinics and workshops for professional development
Organizes and coordinates district athletic information and athletic communication A. Reports contest results to the media and updates website as directed
Finances
A. Helps head coach maintains appropriate Booster Club funds and allocates funds correctly
Facilities
A. Provides adequate supervision of all athletes, trainers, and managers following all games and practices
IX.
B. Assists in the maintenance and upkeep of facilities and equipment
Post Season
A. Provides Postseason workout support with times included for documentation
X.
B. Assists Head Coach in Post Season workouts
Booster Club
A. Participates in Booster Club activities
XI.
XII.
Transportation A. Assists Head Coach in implementation of transportation policy
Compliance
A. Performs the coaching responsibilities for all assigned sports with equal enthusiasm
B. Performs other duties as assigned by the Principal, Athletic Director and Campus Coordinator C. Continues to pursue professional development 1. All coaches receive RCP Training on-line 2. Must be CPR certified
3. First year coaches must complete the NFHS Fundamentals of Coaching course
4. Actively participates in appropriate professional organizations
D. Understands and complies with UIL/TEA and Dallas ISD eligibility rules, guidelines, and policies E. Accepts and supports decisions that are made in the interest of the total program
F. Provides adequate supervision for all athletes, trainers, and managers following all games and practices
G. Assists the High School Head Coach in all areas he/she deems necessary
XIII.
H. Provides Head Coach and Coordinator with the team rosters and schedules prior to the first contest
Duties
A. The Director of Athletics is responsible for the assignment of all coaches and the coaching assignments are subject to change at the discretion of the Director, campus coordinator, and head coach
Middle School Coaches I. II. III.
Is responsible to the Athletic Director Is responsible for all areas of supervision and organization for the team(s) for which directly accountable Scheduling A. Updates results on the website scheduling program (RankOneSport)
IV.
B. Develops guidelines for open gym/weight room detailing supervision, conduct, and availability. These guidelines must be posted and visible after approval
Recruiting and Promotions
A. Represents Dallas ISD through conduct becoming to the district B. Promotes academic excellence for all student athletes
V.
C. Promotes multi-sport participation and attends a variety of sports events in the district. Meetings
A. Attends coaches in-service, clinics, and meetings as called VI.
B. Conducts preseason orientation to provide and distribute written rules and guidelines for parents and athletes to sign (keeps a copy on file)
Organizes and coordinates specific sport schedule on campus
A. Provides written workout schedules with times and drills for documentation
VII.
Finances
XIV.
Facilities
A. Helps campus coordinator maintain appropriate Booster Club funds and allocates funds correctly A. Updates Campus Coordinator regarding maintenance needs of game equipment, secures equipment in and out of season
VIII.
IX.
X.
B. Routinely checks facilities and equipment for safety Booster Club
A. Participates in Booster Club activities
Transportation
A. Implements the Dallas ISD transportation policy
Compliance
A. Performs the coaching responsibilities for all assigned sports with equal enthusiasm.
B. Continues to pursue professional development 1. All coaches receive RCP Training on-line 2. Must be CPR certified.
3. First year coaches must complete the NFHS Fundamentals of Coaching course 4. Actively participates in appropriate professional organizations
C. Understands and complies with UIL/TEA and Dallas ISD eligibility rules, guidelines, and policies D. Accepts and supports decisions that are made in the interest of the total program
E. Provides adequate supervision for all athletes, trainers, and managers following all games and practices
F. Runs the same schemes as the high school feeder programs
G. Assists the High School Head Coach in all areas he/she deems necessary
H. Provides Head Coach and Coordinator with the team rosters and schedules prior to the first contest I. J.
XI.
Assists in scouting, when necessary, per approval of the Campus Coordinator, Principal and Director of Athletics
Performs other duties as assigned by the Principal and Athletic Director/Campus Coordinator.
Duties A. The Director of Athletics is responsible for the assignment of all coaches and the coaching assignments are subject to change at the discretion of the Director, campus coordinator, and head coach
Section 1478: (a)
(b)
SEVENTH AND EIGHTH GRADE ATHLETIC PLAN
PURPOSES. The League is vitally interested in the welfare and development of every youngster. A properly administered athletic program can enhance their overall education. Junior high programs need to take into consideration the substantial range in individual differences among seventh and eighth grade students, i.e., age, body build, interests, ability, experience, health, and stages of physiological, emotional and social maturity. Exploring a wide range of activities rather than specializing in one area, and what is best for the greatest number of participants involved should be emphasized. Each local district has final responsibility for enforcement of all objectives, guidelines and codes in the junior high program of competition. The purposes of the junior high athletic program of the UIL include the following. (1) To conduct the athletic program so that educational objectives are achieved, highest details of sportsmanship are upheld, and no single phase of the athletic program is promoted at the expense of other programs. (2) To provide broad and varied athletic programs with an opportunity for equitable competition for all students. A desirable program involves participation in intramural competition at several ability levels and interschool competition for the more advanced students. (3)
To equalize competition and administer the programs so that mismatching of teams or individuals is not permitted. Individual schools shall have the final responsibility of enforcing this concept.
(4)
To integrate the athletic program with all other activities essential to junior high school youth, avoiding an excessive activity load for any student.
(5)
To require that participants are properly examined, approved, equipped, classified, instructed and supervised.
(6)
To administer the program so that there will be a minimum loss of school time, proper but minimal publicity, competent officiating, limited awards, and the program kept in its proper perspective.
(7)
To provide qualified faculty leadership who understand this adolescent age group, the objective of this modified sports program, and the emphasis on safety and welfare of the student.
(8)
To foster proper respect for authority and avoidance of all evidences of undesirable athletic mannerisms.
(9)
To compete within the spirit of the rules, giving every opponent due credit and respect, and making every effort to be gracious in victory or loss.
ELIGIBILITY REQUIREMENTS FOR SEVENTH AND EIGHTH GRADE PARTICIPANTS. An individual may participate in League athletic competition or contests as a representative of a participant school if he/she: (1) Has met the requirements of Section 1400 (a) regarding general eligibility: (2) For seventh grade athletic competition, has not reached his/her 14th birthday on or before September 1, and has not enrolled in the ninth grade. (3) For eighth grade athletic competition, has not reached his/her 15th birthday on or before September 1, and has not enrolled in the ninth grade. (4) A student who initially entered the seventh or eighth grade the current school year and is too old for seventh or eighth grade participation may participate according to age, that is, seventh graders on the eighth grade, ninth grade, high school junior varsity or high school varsity team, and eighth graders on the ninth grade, high school junior varsity or high school varsity team. (A) Four Consecutive Years. A student has only four consecutive calendar years to complete high school varsity eligibility. Exception: See Section 463. (B) Athletic Class. Overage junior high school students who have reached their 15th birthday on or before September 1 of that school year may be assigned to high school athletic periods if they are participating with the high school sub-varsity or varsity. Otherwise seventh and eighth grade students remain in their junior high school athletic class throughout the school year. (C) Full Participation Allowed. Only seventh and eighth grade students who are too old to represent the eighth grade team may participate on the high school’s athletic team. Overage junior high school students who participate with a high school ninth grade, sub-varsity or varsity team, may participate fully under the rules for high school athletes in that sport, including, but not limited to, rules governing number of games, post-season games, etc. (5) Is a full-time student in grade seven or eight at the school he/she represents. Exception: Seventh and eighth grade students from public K-8 ISDs that do not field a team, may participate on the seventh and eighth grade baseball, basketball, football, soccer, softball and/or volleyball teams at the junior high school in the attendance area where they
(c)
(d)
reside or which is a part of the designated receiving school district. (Parochial, private, and home schooled students are not eligible.) (6) Has been in attendance and has passed the number of courses required by state law and by rules of the State Board of Education, and is passing the number of courses required by state law and by rules of the State Board of Education. (7) Has not repeated the seventh or eighth grade for athletic purposes. A student who repeats the seventh or eighth grade for athletic purposes shall be eligible for only two consecutive years in seventh and eighth grade athletic competition after the first enrollment in the seventh grade. A student held back one year in the seventh or eighth grade for athletic purposes shall lose the fourth year of eligibility after entering the ninth grade. A student held back for two years for athletic purposes shall lose the third and fourth years of eligibility after entering the ninth grade. (8) Has not changed schools for athletic purposes. Note for (7) and (8): Eligibility is lost for one to three years for seventh grade “A” team, eighth grade “A” team or combined seventh and eighth grade “A” team. An “A” team is the same as a high school varsity team. SIXTH GRADE PARTICIPATION. (1) No Interscholastic Athletic Competition Below Seventh Grade. With only the exceptions noted below, no interscholastic athletic practice or competition is allowed in any conference for teams in the sixth grade and below. Sixth grade students may not practice with or against junior high students. This does not apply to annual inter-school elementary field days, assuming there is no awarding of place ribbons or determination of team champions. (2) Student’s Eligibility. A sixth grader may participate in League competition or contests as a representative of a participant school only if he/she: (A) Is a student with a disability which delayed his or her education by at least a year and therefore will be too old to participate the following year as a seventh grader; and (B) Has met the requirements of Section 1400 (a) regarding general eligibility; (C) Is a full-time student in grade six at the school he/she represents; (D) Has been in attendance and has passed the number of courses required by state law and by rules of the State Board of Education, and is passing the number of courses required by state law and by rules of the State Board of Education; and (E) Has not changed schools for athletic purposes. (3) Exceptions. A sixth grader may also participate in League competition or contests as a representative of a participant school under the following circumstances. (A) In Conference 1A and 2A schools or in small junior high schools whose enrollment corresponds to Conference 1A and 2A enrollment, sixth graders may be used when their participation is vital to field one combined seventh and eighth grade baseball, basketball, football, soccer, softball or volleyball team on the first day of the season. Sixth graders may not be used on either team when a school has more than one team playing. The first day of the season is defined as the first day of practice outside the school day or the day of the first competition, whichever occurs sooner. If fewer than the below listed number of seventh and eighth grade students report the first day of the season, then sixth graders shall be notified the next day that they may try out for the combined seventh and eighth grade team and may participate for the entire season. If the number of seventh and eighth graders reporting the first day of the season meets or exceeds the number listed below, then sixth graders shall not be used anytime during the entire season. Baseball - 18 Basketball - 10 Football: 6-man - 12 Football: 11-man - 22 Soccer - 22 Softball - 18 Volleyball - 12 If a coach intentionally prevents seventh or eighth graders from reporting at the beginning of the season (so as to permit sixth graders to participate) it will be considered a violation of the Athletic Codes and subject to penalty. (B) Individual Sports. Sixth graders shall not represent a UIL seventh and eighth school in individual sports (cross country, golf, swimming, tennis, track and field and wrestling), except students with disabilities who meet the criteria of the provisions of Section 1478 (c) (2). GENERAL REGULATIONS FOR ATHLETIC COMPETITION. Prior to all athletic games, meets, matches and practices the following shall be adhered to, if applicable.
(1)
(2) (3) (4)
(5)
(6)
(7) (8)
(9)
(10)
(11)
(12)
(13)
Scheduling. No game, contest, scrimmage or tournament, including district competition, shall begin prior to the end of the academic school day for all participants. See 1478 (b) (4) for junior high students who participate on a high school team and for scheduling athletic classes. No Post-district Competition. There shall be no post-season playoffs or competition in any athletic event. Non-Discrimination Policy In UIL Junior High School Contest Plans. Refer to Section 360 of the Constitution. Pre-Participation Physical Examination. Upon entering the first year in junior high athletics a physical examination signed by a physician, a physician assistant licensed by a state board of physician assistant examiners, a registered nurse recognized as an advanced practice nurse by the board of nurse examiners or a doctor of chiropractic is required. Standardized pre-participation physical examination forms, available from the League office and authorized by the UIL Medical Advisory Committee are required. Medical History Form. Each year prior to any practice or participation a UIL medical history form signed by both student and a parent or guardian is required. A medical history form shall accompany each physical examination and shall be signed by both student and a parent or guardian. Concussion Acknowledgement Form. According to section 38.155 of the Texas Education Code, ‘a student may not participate in an interscholastic athletic activity for a school year until both the student and the student ’s parent or guardian or another person with legal authority to make medical decisions for the student have signed a form for that school year that acknowledges receiving and reading written information that explains concussion prevention, symptoms, treatment, and oversight and that includes guidelines for safely resuming participation in an athletic activity following a concussion …..’ This section also applies to students participating in the cheerleading program at the school. Sudden Cardiac Arrest Awareness Form. Each year prior to any practice or participation in athletics, a UIL Sudden Cardiac Arrest Awareness form signed by both student and a parent or guardian is required. Sunday Participation. No League participant school shall sponsor individuals or teams in any contest or school competition on a Sunday in a League contest or a contest similar to one offered by the League. Schools shall not conduct practices or teach any plays, formations or skills on Sunday. Any showing of films to or meetings of athletes for the purpose of instruction or reviewing of plays, formations or skills in any sport will be construed as a violation. This does not prevent coaches from meeting on Sunday or from seeing films or planning an instructional program, provided that no student athletes are involved in the meeting. Holiday Restriction. A school shall not conduct contests or practices, use school facilities, personnel or equipment during five consecutive days of December. Any organized or required practice will be a violation of this regulation. Schools may choose any five consecutive days which include December 24, 25 and 26, with the following exceptions. (A) When December 26 falls on a Thursday, schools may participate in a tournament game on December 26. (B) When December 26 falls on a Thursday, schools shall still follow a five consecutive day restriction, including December 24 and 25. (C) No practice shall be permitted on any of the five consecutive days. (D) Travel is permitted on the 26th if a tournament game is scheduled on December 27; however, no practice shall be permitted on the 26th. (E) Travel will not be permitted on December 25. (F) A team that has a game on December 23 could travel home on December 24 and still be in compliance with this section. Officials. (A) Responsible School. Home school is responsible for obtaining officials. Unless mutually decided otherwise UIL member schools shall use UIL registered officials for non-varsity games. (B) Fee Schedule. The schedule of fees shall not exceed that of the fee schedule as listed in the high school athletic plan, Section 1204 (m). Tournament Regulations. Definition: at least three teams assembled on days other than Sunday for an elimination contest. Tournament games shall not begin prior to the end of the academic school day for all participants. Games do not have to be scheduled on consecutive days. Round robin tournaments limited to four teams and pool play tournaments limited to 16 teams shall be permitted. Refer to team sports plans for further regulations. Recommended Standards. It is recommended that seventh and eighth grade activities be held on a Saturday or on a non-school night, or end competition to allow students to be back at home no later than 10 p.m. on a school night. It is highly recommended that no contest be scheduled on a night prior to a semester or a six-weeks exam. Physical Education/Athletic Periods. No student shall be enrolled in more than one physical education or athletics class per school day. Schools may use a seventh, eighth or zero period concept for athletics, provided no student enrolled in the class is enrolled in any other physical education/athletics class. This period shall not exceed 60
(e)
(f)
(g)
(h)
minutes per day (or 300 minutes per week on a block schedule) and the allotted time includes time for dressing and re-dressing in street clothes. See Section 1206 (d). ADDITIONAL REGULATIONS FOR TEAM SPORTS: BASEBALL, BASKETBALL, FOOTBALL, SOCCER, SOFTBALL AND VOLLEYBALL. (1) Coaches Involvement with Non-school Teams. For non-school competition seventh- and eighth-grade school coaches shall not schedule matched games for students in grades 7-12 from their attendance zone during the school year. Coaches may assist in organizing, selecting players and coaches, and supervising facilities for non-school league play. School coaches shall not coach or instruct students from their school district attendance zone, except their own adopted or birth children. (2) Rule Modification. Any extension of a game in baseball, softball, basketball, football or soccer shall involve different players from those who participated in the earlier contest. Any extension means any additional time, i.e., another quarter played at the end of the regulation junior high contest. The additional play shall count as one of the allowable contests per school week, calendar week, and season for the individuals participating. Schools shall count the contest as one of the allowable B team contests in that sport. Schools are allowed to pay an additional partial game fee to officials. (3) Summer Camps. See Section 1209. (4) Prescheduled District Tournaments - Baseball, Basketball, Soccer, Softball and Volleyball. Junior high prescheduled district baseball, basketball, soccer, softball and volleyball tournaments may be played in addition to invitational tournament(s) provided each game/match in the prescheduled tournament is counted as a game/match on the regular season record. Example: A junior high school could participate in nine regular season basketball games, two invitational tournaments and a three game district tournament. Schools need to save enough games/matches to cover all possible district tournament games. BASEBALL AND SOFTBALL. (1) Number of Games. No team or individual shall compete in more than 12 games and 2 invitational or district tournaments. Two games may be substituted in place of a tournament. A scrimmage counts as one of the 12 contests. (2) Number of Games Per Week. One game or scrimmage may be played per calendar week. A tournament may be played in the same calendar week of a game. (3) Number of Tournament Games Per Day. Contestants or teams shall play no more than two tournament games per calendar day, except contestants or teams may play in three games in a one-day tournament scheduled on a Saturday. (4) Season for Workouts and Games. Schools shall have 97 consecutive calendar days to practice outside the school day; 76 of the 97 consecutive calendar days may be used to complete scrimmages and games. The season can be held anytime during the school year, provided it does not exceed the number of consecutive calendar days listed above. BASKETBALL. (1) Number of Games. No team or student shall compete in more than 12 games and two invitational or district tournaments. Two games may be substituted in place of a tournament. If a team or student does not play in any invitational or district tournaments, four additional games may be played. A scrimmage counts as one of the 12 games. (2) Number of Games Per Week. One game or scrimmage may be played per calendar week. A tournament may be played in the same calendar week of a game. (3) Number of Tournament Games Per Day. Contestants or teams shall play no more than two tournament games per calendar day, except contestants or teams may play in three games in a one-day tournament scheduled on a Saturday. (4) Season for Workouts and Games. Schools shall have 121 consecutive calendar days to practice outside the school day; 93 of the 121 consecutive calendar days may be used to complete scrimmages and games. The season can be held anytime during the school year, provided it does not exceed the number of consecutive calendar days listed above. (5) Eight Minute Quarters. Junior high schools may, by mutual consent, play eight minute quarters. See Basketball Manual. FOOTBALL. (1) Number of Games. No team or student shall compete in more than nine (but recommend eight) football games. A scrimmage counts as one of the allowable games. (2) Number of Games Per Week. One game or scrimmage may be played per calendar week. There shall be a minimum of five days between contests. (3) Season for Workouts and Games. (A) Traditional School Years. Practice shall not begin prior to the first day of school. Football equipment may be checked out to the players on any one day during the week preceding the first day of school. The first four days of practice shall be conducted without any contact equipment except helmets. During the first four days, only
(4)
(5)
shoes, socks, T-shirts, shorts and helmets may be worn. During the four-day acclimatization period, no contact activities shall be permitted. All student athletes who arrive after the first day of practice are required to undergo a four-day acclimatization period. No interschool scrimmages or games shall be allowed until after a period of at least seven days of contact football. (B) From the first day of school, schools shall have 80 consecutive calendar days to practice outside the school day; 63 of the 80 consecutive calendar days may be used to complete scrimmages and games. (C) Non-traditional School Years. The beginning date for practice outside the school day shall coincide with the day other schools in the UIL playing district begin their traditional school year. (D) During the season, football players are not allowed to participate in more than ninety (90) minutes of full contact practice per week. See the Junior High Coaches Manual for explanations of full contact. Off-Season Workouts. Accelerated physical education activities, calisthenics, individual football skills, strength training or conditioning exercises may be conducted during the school term within the school day, (provided such activities do not exceed one regular class period not to exceed 60 minutes per day (or 300 minutes per week on a block schedule). Practice may include 11-on-11 drills without contact equipment or activities. Activities before or after school or during the lunch period are specifically prohibited. Allowed equipment is limited to a football, shoes with cleats, passing and punting machines and physical education attire. Air or padded blocking dummies or devices, and other similar devices are prohibited. See Section 1206 (d). Preseason or Summer Practice for Junior High or Elementary School Students. (A) Eighth Grade and Below Pre-Season Practice Prohibited. Schools shall not hold any preseason football practice in junior high school (eighth grade and below) or elementary school, individual or team, prior to the opening day of school. (B) Eighth Grade and Below Spring Training Prohibited. Schools shall not conduct any spring training either in elementary school or junior high school (eighth grade and below) the preceding spring. (C) Exception for Ninth Graders Not on High School Campus. Students in the ninth grade may participate in spring training in Conference AAAAA and AAAA schools provided that such participation is on a site and at the same time as the high school squad practices and that said high school is the one which the ninth grade students will attend the following fall. (D) Violations. Penalty for violations shall be assessed by the appropriate executive committee.
(6) (i)
(1) (2)
(j)
Tied Games. The NCAA tie breaker system shall not be used by junior high school teams.
SOCCER. Number of Games. No team or student shall compete in more than 10 games and two invitational or district tournaments. Two games may be substituted in place of a tournament. A scrimmage counts as one of the 10 games.
Number of Games Per Week. One game or scrimmage may be played per calendar week. A tournament may be played in the same calendar week of a game. (3) Number of Tournament Games Per Day. Contestants or teams shall play no more than two tournament games per calendar day, except contestants or teams may play in three games in a one-day tournament scheduled on a Saturday. (4) Season for Workouts and Games. Schools shall have 86 consecutive calendar days to practice outside the school day; 76 of the 86 consecutive calendar days may be used to complete scrimmages and games. The season can be held anytime during the school year, provided it does not exceed the number of consecutive calendar days listed above. VOLLEYBALL. (1) Number of Matches. No team or girl shall compete in more than 12 matches and two invitational or district tournaments. Two matches may be substituted in place of a tournament. If a team or student does not play in any invitational or district tournaments, four additional matches may be played. A scrimmage counts as one of the 12 matches. (2) Number of Matches Per Week. One match or dual match or scrimmage may be played per calendar week. A tournament may be played in the same calendar week of a match. (3) Number of Tournament Matches Per Day. Contestants or teams shall play no more than three tournament matches per calendar day, except contestants or teams may play in four matches per calendar day in a one day tournament scheduled on a Saturday. (4) Season for Workouts and Matches. (A) Traditional School Years. Practice shall not begin prior to the first day of school. Schools shall have 86 consecutive calendar days to practice outside the school day; 79 of the 86 consecutive calendar days may be used to complete scrimmages and matches. Volleyball equipment may be checked out to the players on any one day during the week preceding the first day of school. The season can be held anytime during the school
(k)
(l)
year, provided it does not exceed the number of consecutive calendar days listed above. (B) Non-traditional School Years. Schools should schedule their season to coincide with the schools in the UIL playing district they will compete against. ADDITIONAL REGULATIONS FOR INDIVIDUAL SPORTS: CROSS COUNTRY, GOLF, SWIMMING, TENNIS, TRACK AND FIELD AND WRESTLING. (1) Number of Meets/Tournaments. No team or student shall compete in more than six meets or tournaments, including the district meet/tournament. (2) Exception to Six Meet/Tournament Limitation. (A) Cross Country, Golf, Swimming, Track and Field and Wrestling. Schools may also hold competitions with three or fewer schools provided there is no loss of school time. (B) Tennis. If four teams meet for the purpose of playing tennis dual matches, it shall not be counted as one of the six tournaments allowed the team or the individual if no school time is lost and if no tournament draw is set to determine a champion. (3) Number of Contests Per Week. Individual sport participants are limited to one contest, meet or tournament per calendar week. (4) Season for Meets/Tournaments and Workouts. Practice and/or competition shall not begin prior to the first day of school. There is no mandated season length however, there is the limitation of six meets/tournaments per school year. TRACK AND FIELD EVENTS. The recommended track and field events and order of events, is as follows. The district executive committee may by majority vote, alter the distance of certain events or authorize additional events. (1) Boys’ and Girls’ Running Events. Girls’ 2400-meter run,* Boys’ 2400-meter run* Girls’ 400-meter relay Boys’ 400-meter relay Girls’ 800-meter run Boys’ 800-meter run Girls’ 100-meter hurdles 30” Boys’ 110-meter hurdles 36” Girls’ 100-meter dash* Boys’ 100-meter dash* Girls’ 800-meter relay* Boys’ 800-meter relay* Girls’ 400-meter dash Boys’ 400-meter dash Girls’ 200-meter low hurdles Boys’ 200-meter low hurdles Girls’ 200-meter dash Boys’ 200-meter dash Girls’ 1600-meter run Boys’ 1600-meter run Girls’ 1600-meter relay Boys’ 1600-meter relay * These events shall be run at the metric distance only. All other events may be run in yard equivalents. (2) Boys’ and Girls’ Field Events. Girls’ Pole vault Girls’ 6-pound shot put Girls’ Discus Girls’ High jump Girls’ Long jump Girls’ Triple jump Boys’ Pole vault Boys’ High jump Boys’ 4-kilo shot put Boys’ Long jump
Boys’ Discus Boys’ Triple jump (3) Event Limitations. (A) No contestant shall be allowed to compete in more than three running events, including the relays, or in more than five total events. (B) No contestant shall be allowed to enter more than two of the following events: 400-meter dash, 800-meter run, 1600-meter run or 2400-meter run. This does not prevent a 400, 800, 1600 or 2400-meter contestant from running on the relays provided he/she is entered in no more than three total running events. (C) Contestants may enter a maximum of five field events provided they are not entered in any running events. (4) Day of Week and Starting Time. Students or teams representing a participant school are permitted to participate in a track and field meet only after the end of the academic day for all participants. (m) CHEERLEADERS; SPIRIT GROUPS. All cheer and spirit performances at any UIL activity shall be in accordance with safety standards as prescribed by the National Federation High School Spirit Handbook. Cheerleading sponsors are required to complete a course regarding Safety Risk Minimization for Cheerleading and present proof of course completion to the school district. (n) CONCUSSION MANAGEMENT PROTOCOL. At all UIL athletic activities (including practices and contests), including cheerleading, schools shall implement and follow a concussion management protocol as prescribed by Texas Education Code Section 38.155 Subchapter D. * This section also applies to students participating in the cheerleading program at the school.
PROFESSIONAL MEETINGS Board Policy During the course of the year, the Board of Education, superintendent, principal or athletic director may call a meeting of a professional nature. When such a meeting is called, the appropriate coaches must be in attendance during the entire meeting. If the entire coaching staff is involved, the athletic activities may be adjusted. The Director of Athletics may call meetings of the coaching staff when specific need develops. Any member of the coaching staff who believes a need exists for a meeting should discuss it with the athletic coordinator All head coaches are required to attend the state association-sponsored rules interpretation meetings and are expected to attend either conference or district meetings where business concerning their sport will be discussed. RESPONSIBILITY TO TEACHING ABOUT SOCIAL MEDIA According to a recent Pew Research Center study, nearly half of American adults now use social media, double the number revealed in a similar study in 2008. Today recruiters, coaches and athletic officials routinely look at high school athletes’ social media profiles before offering scholarships. That’s why it is more important than ever to play by the rules when you’re updating Twitter, Instagram, Facebook and Google+. Be sure that your athletes avoid these four social media mistakes. Any one of them can spell disaster for their scholarship opportunities. 1. INAPPROPRIATE PHOTOS Staff and students should avoid posting inappropriate photos: no nudity, alcohol, or drugs. If you’ve posted those images to your account, or if one of your friends has tagged you in an inappropriate photo, remove them immediately. 2. PROFANITY According to the Huffington Post, Caitlin Ortiz, a Molloy College softball player, lost her scholarship due to lyrics from a Chris Brown song she posted on Facebook. Always think twice about every status and update, making sure both the language and message are G-rated. 3. VIOLATING NCAA REGULATIONS According to an article in the New York Times, certain social media communications can be considered violations of NCAA regulations. The article explains that the NCAA may prohibit Facebook friend requests to recruits from a college’s fan, booster or alums. No penalties have yet been assessed for these kinds of communication, but some recruits have been the targets of hostile tweets, posts and comments. Avoid the negativity, and any possible violation, by keeping such “friends” out of your accounts altogether. 4. PRIVACY SETTINGS Facebook is constantly updating its privacy settings. Stay up-to-date on all changes to maintain your circle of friends, and monitor contents other people post about you. Even if you censor your own posts and photos, one raunchy comment or snapshot posted by a friend can do serious damage to your reputation and scholarship chances.
DALLAS ISD SOCIAL MEDIA GUIDELINES Dallas ISD Athletics supports the use of social media as a means to facilitate communication. The responsible use of social media by district employees can be both a beneficial and effective way to communicate with both parents and students alike. The following guide serves as Dallas ISD expectations for departments, classrooms, campuses, organizations, and employees.
Authorization for a Dallas ISD Athletic Social Media Account:
All Dallas ISD online social media accounts, current and future, must be authorized by your campus principal and Athletic Coordinator. Each social media account will be approved by a campus principal or non-campus department supervisor (Athletic Director) Any existing sites or pages that represent Dallas ISD are subject to review by campus and department administrators and may be amended or, when necessary, removed.
Social Media Content:
All Dallas ISD authorized social media accounts must follow the District’s Acceptable Use Policy, SBEC Code of Ethics, Board policy DH (LEGAL)(LOCAO)(EXHIBIT). Online behavior should reflect the same standards of what is published in the Dallas Independent School District Employee Handbook. All content that is illegal, obscene, pornographic, defamatory, threatening, infringing of intellectual property rights, invasive of privacy, profane, libelous, threatening, harassing, abusive, hateful, or embarrassing to any person or entity, inhospitable to a reasonable work environment, or otherwise injurious or objectionable, violates law, policy, or these guidelines is unacceptable and may be removed. FERPA and District Directory Information limit the release of private student information. District employees are responsible for becoming familiar with the rules. Do not post an image/video/name of students whose parent has not agreed to the Dallas ISD Media Release form. Respects copyright and fair use guidelines. See U.S. Copyright Office – Fair Use.
Employee and Account Administrator Responsibilities
All Dallas ISD employees need to be aware of their responsibilities concerning their personal social media accounts and will be held accountable for content on their social media accounts. Be sure to include a disclaimer stating that the information is unofficial and representative of your views and opinions, and not necessarily the views and opinions of Dallas ISD. The account administrator of a Dallas ISD-authorized account should ensure that content is consistently updated. Dormant accounts will be removed.
District Role
Use of District logos must be requested and approved through the Communications Department. The District does not endorse or take responsibility for content posted by third parties. The District does not permit explicit or implied institutional endorsement of any kind through the use of its names, trademarks, logos or images – including pictures of campus buildings. Dallas ISD does not pre-screen posted content, but it shall have the right to remove content with cause.
RANKONE SPORT INSTRUCTIONS Website: bit.ly/RankOneSport (Case sensitive) User: Dallas ISD email Password: Set up by your campus coordinator **You can change password once you are logged in by clicking “Change Password” at the top right corner of the screen. Tutorial Website: bit.ly/RankOneTutorials (Case sensitive)
See following pages for a few of the main tutorials: 1) How to Build a Roster – Pg. 79 2) Quick Scheduler – Pg. 80 3) Releasing Schedules – Pg. 81 4) Copy Scheduler Feature – Pg. 82 5) Text Alerts – Pg. 84
QUICK SCHEDULER
MAKING SCHEDULES PUBLIC
COPY SCHEDULE FEATURE
TEXT ALERTS THROUGH RANK ONE
Steps for communicating with your MS feeder programs before the summer break: • HSAC’s should email and phone the MSAC of their feeder program to provide a HS Head Coaches contact list to give their new and existing MS coaches • Ask the MSAC to contact you when coaching spots open up on their campus, as soon as possible • HSAC’s should request a contact list from the MSAC’s to share with their HS Coaches, remind them they should be in touch often with the coaches in their sports feeder programs • Check the DISD athletic google doc for updates on coaching openings weekly (add to the goggle doc and contact the Asst AD over your sport to inform them of the opening asap) • When you see there is a coaching opening at your MS feeder school (hopefully the MSAC or Principal has contacted you already), get in touch with the Head Coach of that sport at your HS asap • Ask the HS Head Coach to contact the AC and Principal asap (preferably make a campus face to face visit) • The HS Head Coach should offer assistance in locating quality teacher/coach applicants for their MS feeder program sport opening (search the THSCA,THSGCA web sites and contact other coaches they know looking for possible applicants) • Offer to be in the screening process and share resumes of quality teacher/coaches for the MSAC and Principal to review • Ask the MSAC and Principal to please provide the new MS coaches information to you once hired along with give your contact information to them • Contact the new coach prior to the school year to discuss: RankOne, Skills and Drills to be covered at the MS, UIL policies, DISD procedures, Meeting dates, Inventory, etc.. • Thank the MSAC and Principal for the opportunity to be involved
THE ROLE OF COACHES IN PROVIDING SPORT CITIZENSHIP ORIENTATIONS TO ATHLETES It is vital that coaches provide definitions and policy orientations during preseason orientations: a. Definitions 1) Fighting - Shall be construed to consist of any invitation to fight, closely following an opposing player during a disturbance and making any menacing or taunting gesture or sound; punching or slugging whether or not contact is made; wrestling or tackling an opponent as part of an altercation. In addition, leaving the player box or player bench to approach an altercation shall be construed as participation in the altercation. 2) Harassment - Any act, gesture or comment that degrades the race, gender or national origin of an individual or creates an intimidating situation. Be sure to read local and state definitions. 3) Taunting and Unsportsmanlike Conduct - Shall consist of disrespectful comments, gestures, profanity or trash talk directed to an opponent or contest official. b. Policies For Coaches 1) Coaches will maintain a cooperative relationship with officials, opponent coaches, contest officials and law enforcement agents and will demonstrate exemplary ethical conduct during competition. 2) Coaches will instruct players concerning proper sportsmanship responsibilities. Specifically, athletes should be directed to avoid disrespectful language or conduct, trash talk or profanity. 3) Coaches and players will refrain from harassment, taunting or degrading commentary about opponents, officials or teammates. 4) Coaches will teach and demonstrate exemplary behavior at all times. 5) Coaches will teach the importance of conforming to the spirit and letter of the playing rules. 6) Coaches will help players maintain a constructive attitude toward competition. 7) Coaches and athletic administrators will implement discipline impartially despite the season standing of the team or the abilities of the athlete in the event of a violation of a sport citizenship policy. 8) Coaches and athletic administrators will require spectators to adhere to good sportsmanship standards. 9) Coaches and athletic administrators will select certified, impartial, unemotional contest officials of the highest ethical character. 10) Coaches will shake hands with officials and opposing coaches. 11) Coaches will respect the integrity and individuality of athletes. 12) Coaches and players will demonstrate gracious modesty in victory and sport citizenship after a loss. 13) Coaches will control their emotions and language when meeting with media representatives. 14) Coaches will focus on the need for sport citizenship with players throughout the season. 15) Coaches will closely supervise players at the end of a contest. 16) Coaches will discipline athletes who do not comply with defined sport citizenship standards. 17) Coaches and administrators should recognize and reward participants and spectators for exemplary conduct.
L-7.1
g) Dissemination of statements to all conference athletic administrators, principals and superintendents c. Joint Sport Citizenship Initiatives for Coaches and Student Athletes 1) Develop and initiate a speaker's bureau consisting of athletes and coaches to speak to civic organization on sport citizenship. 2) Initiate and conduct a captain's conference that brings together the sport captains of all conference member schools. CAPTAINS CONFERENCE ADGENDA
The agenda for these meetings may include the following:
a) Welcome, introductions b) Assessment of the conference sport citizenship c) Tabulation and publication results d) Small group planning for remediation e) Large group discussion of various remedial plans f) Consensus and development of statements of support
The Three Most Important Traits of Excep4onal Leaders
1
The Three Most Important Traits of Excep4onal Leaders:
1. Leadership Humility – The Surprising X-‐Factor for Leaders 2. Effec4ve Communica4on – The Trait Most Leaders Get Wrong 3. On-‐Purpose Self Development – A Professional Game-‐Changer
Let’s start with a couple of defini4ons of humility:
Humility means having a modest opinion or es4mate of one's own importance, rank, or role.
Miriam-‐Webster Dic4onary
Humility is not thinking less of yourself, it is thinking of yourself less.
C.S. Lewis
What would ( Mtr. he o pposite o f h umility b e? Lewis nailed it in our opinion ) Why is humility such a crucial aDribute for Leaders?
The Surprising Importance of Leadership Humility Humility must be a central character trait for todays leaders. There are lots of reasons why, let’s start with the top five: Humility gives you upside as a leader. Any leader who thinks of himself or herself as a “finished product” has just hit their professional lid. Seeing yourself as fallible and as someone who s4ll has a lot to learn keeps you open to the new ideas and points of view that will allow you to grow over 4me. Humility makes you approachable. Nothing is worse than the leader who thinks they always have the right answer. Over 4me, the know-‐it-‐all leader will find that fewer and fewer people come to him for input or collabora4on. Being open to differences in opinion and intelligent debate are marks of a progressive leader. Your team will want you to succeed. Leaders who lack humility accumulate ill will and nega4ve feelings. We see this with leaders and coaches all of the 4me. Humble and approachable leaders develop a cadre of associates and peers who want them to thrive and succeed. You will be naturally empathe4c. Humility and empathy go hand in hand. A humble leader, who understands that everyone can improve, will be an empathe4c listener and a much more effec4ve coach and trainer. Any person who believes that their leader really understands them will be much more likely to perform at a high level. It is what allows you to influence others. This may be the best argument for humility as a absolute necessity for leaders. For all of the reasons listed above, humble leaders are much more influen4al than leaders and coaches who lack humility. Remember, humility is not a lack of confidence. It is the arrogant leader who feels like he or she must project their authority who lacks confidence. Humility = Influence. Here are two ways to think about humility…
Another surprising truth about leadership humility…
The Importance of Humility Grows at the Same Rate as the Leader’s Responsibility The more important the Leader’s job is… the more important Humility is Staffer
Department Office Leader Manager
Middle Execu4ve Manager Leader
C-‐Suite Leader
Effec4ve Communica4on for Leaders
The Keys to Excep4onal Leadership Communica4on Another crucial differen4ator between excep4onal and average leaders than communica4on skills. Let’s start with some important considera4ons: Think about where you need to be great in your communica4on. This will be different for every leader and manager, and it will change over 4me. What is it for you? Conference calls? Staff mee4ngs? Email? The boardroom? Webcam? One-‐on-‐one mee4ngs? Public speaking? Short bursts of mo4va4on? Complicated training scenarios? Think about it… you will have two or three types of communica4on where you really need to be great in your leadership role. This is where you will want to focus. Stay away from first-‐person pronouns. The constant use of “me”, “my”, and “I” is something you will consistently see in ineffec4ve leaders. Real communica4on is a collabora4ve experience, so you will want to use collec4ve language. Collec4ve words like “we”, “let’s” and “us” help build belief and buy-‐in from your team. Know the four conversa4ons you must get right as a leader. It is important to know how to successfully execute each of them. Here they are: u The Timely Talk u The Rockstar Reminder u The Now or Never Conversa4on u The Stay Interview Let’s review one of the most important conversa4ons you can have, the Stay Interview…
u All leaders understand the need for performance management
conversa4ons… this is something different
u Stay interviews are scheduled and formal conversa4ons with a valued
team member who you very much want to stay a part of your team
u It is an opportunity for a leader to cement a great working rela4onship
and express confidence in a key person
u These conversa4ons can have an amazing impact on the job sa4sfac4on
and reten4on of talented people
The Stay Interview
u How are things going for you? u Are you enjoying your work? u What is the best part of your job? What is the part you enjoy least? u If you could change something about your responsibili4es, what would it be? u Do you ever have tasks to do that feel like a waste of 4me? u Where do you see yourself in five years? u Is there something that you think we may be focusing on too much? u How do you feel about our working rela4onship? u Do you have any coaching 4ps for me? u Do you know how valuable you are to this organiza4on?
Ten Great Ques4ons for Your Stay Interviews
The Last Trait We Will Review…
On-‐Purpose Self Development
Building a BeDer Version of You
If there is a secret to developing into an excep4onal leader, this is it. Excep4onal leaders consider constant self-‐development to be a top priority… and average leaders don’t. It is really as simple as that. The average leaders typically say the right things, they may pick up a book every once in a while, and they definitely know all of current business clichés. But they don’t actually get befer over 4me. Look around your organiza4on. You will see leaders and managers who are exactly the same as they were five or ten years ago. They don’t have new skills, they don’t have improved ways of doing things, and they don’t realize it is part of their job to get befer over 4me. Do they have seven years of experience, or just one year repeated seven 4mes? These same managers will complain about people who never improve… while the irony rains down upon them.
Here is the premise we would like you to accept: The most impacgul thing you can do to improve as a leader is to work directly on yourself. It is not working on the people on your team, not sehng goals and targets, not priori4zing and op4mizing… it is working on your own skills as a person and a leader. Most of the prevailing ideas we all have about management and leadership are rooted in one overriding concept; that good managers and leaders are effec4ve because they know how to get people to do the things that they need to do for the company, division, department, district, etc. to succeed. When we begin to call ourselves “managers” or “leaders” we automa4cally begin to define ourselves by the impact we have on others.
It is certainly true a manager who can effec4vely organize and measure people’s efforts and ac4vi4es will be seen as a successful manager. Because of that the impact of “working on yourself” is ojen lost or under-‐emphasized. We believe that most of the current informa4on and training on management misses this most powerful and reliable way to improve your results. The idea of self development as a growth strategy isn’t ojen leveraged. This is an advantage for you.
Arrogant
Incompetent
Not Trustworthy
Selfish
These are the words most ojen used to describe ineffec4ve leaders. Think about how many of them come directly from a lack or leadership humility, poor communica4on or a lack of self development.
Condescending
Out Of Touch
Inconsistent
Ego4s4cal
These three traits of excep4onal leaders are worth your afen4on & study: 1. Leadership Humility 2. Effec4ve Communica4on 3. On-‐Purpose Self Development
We explore each topic in much greater depth in “What Excep4onal Leaders Know” our best-‐selling book for progressive leaders everywhere.
Available Excep4onal Leaders Lab Webinars:
The Power Of Transparency
kkSession
Thank you for downloading this free eBook. We hope you can use these ideas to improve your leadership. If you find value in the ideas presented here, you will enjoy our webinar series and our book, the best-‐ selling “What Excep4onal Leaders Know”. This informa4on is copyrighted, and may not be used for any commercial purpose. Please feel free to pass the eBook along to friends and associates.
Tracy Spears & Wally Schmader
Co-‐Founders of the Excep4onal Leaders Lab
ExceptionalLeadersLab.com
PROGRESSIVE
PROGRAM$.i
Fearless Leader
On the court and off, your student-athlete leaders are the heart and soul of your athletics program. Providing them with meaningful training will directly impact their success-and yours.
By Jeff Janssen
f you could boost the reputation of your athletic department, improve the conduct of student-athletes off the field, and increase the number of championships your teams bring home-all with one program-would you do it? Such a powerful program is based on a concept long familiar to athletic directors: teaching your student-athletes how to be leaders.
AthleticManagement.com
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r. -..:
PROGRESSIVE
PROGRAMS
A uryey of college and high school and atWetic administrators across erica found that only 37 percent believe err leaders are ready and properly equipped • handle the responsibilities and challenges - team leadership. Yet, surveys also show that 73 percent of schools provide no leadership training for their student-athletes, ;th only 11 percent providing three or more hours of instruction. tudent-atWete leaders can have a big - pact on the success and reputation of vour athletic department. They set the tone for the work ethic, attitude, confidence, and chemistry of each of your teams, which in turn largely determines your school's success on the field. As University of North Carolina Athletic Director Dick Baddour says, "Our coaches believe the single most important characteristic necessary to build a winning program · leadership among the student-athletes." • 'orth Carolina State University Head Women' Basketball Coach KayYow puts it more starkly:"The quality of your team leaders will make or break your season." Researchshows that captains also strongly influence team members' conduct on campus and in the community. In a recent study, Dr. Amber Warners, Head Volleyball Coach at Calvin College, found a significant relationhip between captains' use of alcohol and the rest of the team's use. If the captains drank heavily,the rest of the team typically did as well. If the captains refrained from using or abusing alcohol, the team followedsuit. The traditional idea is that leaders are born, not made-some years you have good leaders and some years you don't. But more progressive thinking says leaders can be developed. And my staff and I have definitely found this to be the case in our work with both high school and college atWetes across the country. Leadership training does not take a lot of time, and it offers numerous rewards on many levels. In addition, it is quickly embraced by parents, coaches, administrators, and the student-athletes themselves. STRUCTURE
& FORMAT
One of the great things about a leader hip training program is that it can be as limited or extensive as you like. You Jeff lanssen is Director of the [anssen Sports Leader: iip Center, ill Cary, N.c., which directs leadership academies at orth Carolina, Illinois, Georgetown, Pitt, }aJe, \ I'ake Forest, Baylor, Notre Dame, Nevada, and \ \'illston-Sale/'Il State. A former athletic admil1tstrator at the University of Arizona, [anssen is the author ofThe Team Captain's Leadership Manual and Cllll be reached through: www.teamcaptains network.com or lVlVw.jefJjanssen. corn.
AthleticManagement.com
can start small by targeting a dozen or so student-athletes, such as one captain from each varsity squad. Invest time in this core group and each of them will in turn be able to positively influence five to 25 others. For example, Portage (Mich.) Northern High School has 25 members on its Leadership Council. Each coach selects a member of his or her team to be a part of the council-typically a junior or senior. The group meets once a week in the morning before school starts. Ideally, you can involve a broader spectrum of studentathletes. VVeoften suggest a threetiered approach so that leaders can advance their skills over all four years. The best way to view this is as a pyramid, where each successive level involves fewer athletes but more advanced levels of training. At the base of the pyramid, you can include freshman athletes, offering them some basic life skills to assist with the transition into your school. The middle of the pyramid narrows the pool as you target promising sophomores and juniors who have demonstrated leadership potential. Interested participants can apply via a simple application form stating their reasons for wanting to get involved. Finally, the top of the pyramid focuses on your captains and core team leaders, the people who exert the most influence on the rest of the school. Typically,coaches select participants for this level.The training here is more in-depth and offers practical approaches to dealing with the specific challenges these leaders face. The University of North Carolina is one school that uses the three-tiered approach. Here is a look at its structure: Freshman CREED Program: The primary focus for these freshmen is on self leadership and making a successful transition from high school to college. On a monthly basis, with the help of upperclass peer mentors, they are taught the life skills needed to succeed academically, athletically, and socially at the college level. The program uses the acronym CREED as a foundational model: C = I will know and embrace the Culture of the university. R = I will develop skills to Respect myself and others. E = I will pursue Excellence in my academicwork.
E = I will Excel atWetically. D = I will Develop the capacity to lead myself and others. Rising Stars: This level is designed for student-athletes who aspire to be future team leaders. Participation is open to interested sophomores and juniors, and coaches are highly encouraged to get their best young leaders and athletes involved. The
At Portage Northern High School, Athletic Director Carl Latora chose to run the group himself. III want to remain in touch with our student-athletes and this is a great way to do so, " he says. III very much enjoy providing our studentathletes with character development and leade,.. ship training." year-long program covers a variety of leadership topics including commitment, confidence, composure, character, team building, and conflict management. Veteran Leaders: The third level targets captains and core team leaders. Its participants are selected by coaches based on who they are looking to for leadership that season. The primary emphasis at this level is application. Each participant gets detailed feedback on his or her leadership skills from teammates and coaches through a 360-degree Team Leadership Evaluation. With our guidance, each leader then uses this feedback to construct a personalized Leadership Development Plan. This plan usually targets two specificareas they need to improve in and creates a syllabus for doing so. The strategy for improvement might include training, readings, and studying those who best exemplify the skills they are working on. We also set them up with accountability partners on the team who provide ongoing feedback and support. The leaders are re-evaluated later in the season to see if their scores have improved. Veteran Leaders also meet throughout the season in small groups to assess and discuss their teams' challenges, chemistry,
confidence, and commitment. The leaders share their breakthroughs and struggles and engage in facilitated peer learning. From a logistics standpoint, try to find a meeting time and location that will work for as many of your teams as possible. Monday evenings are popular with many college athletes while early mornings, homeroom times, and lunch periods are often workable for high schools. Most groups meet once every other week. The program will obviously need a director to implement the training, keep people informed, handle logistics, and evaluate its success. This can be yourself as athletic director, an assistant athletic director, or one of your coaches who has interest and initiative. At Portage Northern, Athletic Director Carl Latora chose to run the group himself. "I want to remain in touch with our student-athletes and this is a great way to do
so;' he says. "I very much enjoy providing our student-athletes with character development and leadership training." TALKING
POINTS
Regardless of the scope of your leadership program and who oversees it, the next step is to gather ideas on what the training should entail. We suggest doing a needs assessment, in which you ask coaches and student-athletes for their ideas. This allows them to fully buy into the program and for you to get their insights. While exact needs may vary, most schools will share some common concerns. Having the privilege of working with student -athlete leaders for many years, my staff and I have discovered four primary areas they struggle with the most and want help with: > Having the courage and skills to confront teammates when they do not uphold the standards of the team.
Along with department-wide programs to train student-athlete leaders, coaches can work with their team captains individually to further their leadership skills. The key here is for coaches to understand that developing captains is a two-way street. I often hear coaches lament, "Kids today don't understand what it means to be a leader.· At the same time, I hear student-athletes complain that their coaches need to do a better job working with them. Rather than blaming each other, they both must make the effort to work together and forge a strong coach-captain partnership. I like to think of it as a leadership team.
Step one is for coaches to clarify expectations of their captains. It can help to create a job descnptlon of eight to 10 priorities the captains will be expected to handle.
Next, coaches should start an ongo.ing discussion on leadership. They can ask their captains to describe what they think it means to be an effective leader, who they think are effective leaders, and what they see as the risks and challenges of leadership. These discussions will give the coach insight into the athlete's model of leadership and can get the two on the same page.
While talking is important, captains need continual opportunities to make real leadership decisions. It often works well to start small and build up to more complicated tasks. To begin, coaches should let captains run warmups before practice and make any
> Knowing what to say and how to effectivelyrefocus teammates when they are frustrated, struggling, and discouraged. > Understanding how to build a group of people into a unified team. > Maintaining their composure and leadership when they are not playing well or things are not going their way. But it's definitely worth the time to explore and select the topics that will be most pertinent and beneficial to your program, with its particular structure and nuances. Here are some areas that North Carolina focuses on: > Responsibilities, risks, and rewards of leadership > Leading by example > Building commitment > Strengthening confidence > Maintaining composure > Character and decision making > Vocal leadership
team announcements. Coaches should then work toward seeking the captain's advice on team decisions. The more responsibility and input coaches allow the stllcten} athletes, the more these leaders will develop.
Working together on a specific leadership Skill is another great way for coaches to build up their captains. For example, the two can partiCipate together in this drill: Each identifies two people on the team who, for whatever reason, they have not yet developed a good connection or working relationship with. Once they identify these two people. the coach and captain each make an effort over the next two weeks to begin building a better relationship With them. This can mean taking the initiative to talk with them, work out with them, have lunch with them. and so forth.
After two weeks, the coach and captain should meet to discuss how each is doing with the challenge. This teaches captains that the strength· of their leadership depends on the quantity and quality of connections they have with all teammates. It also shows that the coach is committed to learning alongside them.
Because being a captain is an extremely chal· lenging job, especially for teenagers and young adults, it is critical that the coach is always there for the captain. Team I~aders will have inter,.. nal and external struggles tj'lroughout the season. They will be torn between meeting the coach's expectations and their desire to be liked and accepted by their t~ammates. Coaches must understand this and be ready to help their leaders work through it.
/"!;. PROGRESSIVE
Servant leadership Leading during adversity > Team building > Conflict management. Corunna (Mich.) High School has roughly 50 student-athletes in its leadership program. >
>
We finish the training ession by giving a,ticipants a simple assignment they can do with a pa,tne, ... Fo, example, they might monito, a fellow pa,ticipant's composu,e over the next two weeks and ,epo,t thei, findings back to the facilitator. Like North Carolina, it uses a three-tiered format. Each of the three groups meets once a month during homeroom time. Typical topics include: > Dealing with athletes who violate rules > Dealing with ninth and 10th graders on a oar ity squad > bat to do as a j.v. athlete if your best pia 'IT' called up to varsity > Ho -: to handle things when you or your teammate makes a mistake > Motivatinz teammates who aren't motivated > Dealing with tough coaches. Portage 'onhem High School's topics include: > Qualities of a leader > Attitude > Responsibility > Self-image > Character > Goal setting > Mental training > Servant leadership > Problem solving and decision making > Becoming a change agent. What might a training session look like? To start, we usually introduce the theme of the meeting and show its relevance to becoming an effective leader. Vife then ask participants to engage in a hands-on activity associated with that theme. Next, we discuss how the elements of the exercise relate to their roles as leaders. Vile also often have student -athletes
PROGRAM.$.
> A self-leadership exercise where participants must find a sequence of nwnbers on a grid while being distracted by a teammate > A discussion on how the exercise relates to real challenges of leadership on their teams > Asking participants to assess how well they have been maintaining their composure in recent practices and competition > Sharing practical strategies on how to maintain composure under pressure > Sending them off with an assignment to monitor a fellow participant's composure
assess themselves relative to the theme so they can personalize the information. We finish by giving them a simple assignment they can do with a partner that emphasizes what we've just discussed. For example, a training session on composure might entail: > Beginning with a story highlighting the importance of composure > Sharing quotes from athletes and coaches about how much they need composure from their leaders
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over the next two weeks and report their findings back to the facilitator. It can sometimes work well for different sessions to be run by different people. Guidance counselors and other helping professionals on your campus can provide a team approach. You might also consider asking alwnni, business leaders, and local elected officials to provide occasional real-world perspectives on leadership. Another option is to delegate topics to different coaches. If you plan to run most of the sessions yourself, there are a wealth of resources you can use. Several of them provide solid, ready-made, and easy-to-use leadership curriculums. (See "Resources" on page 45.) MOTIVATING
NACDA Booth No. 507
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IMPROVEMENT
Along with training your leaders, you might consider providing incentives for student-athletes to improve their leadership skills. There's a popular saying in the business world: That which gets measured, gets done. It's equally applicable to the sports world and certainly to developing better leaders. One tool we use is called the Team Leadership Evaluation. Using a scale from one to five, it asks the leader's teammates and coaches to rate them in 24 different areas, from confidence to team builder to enforcer. (Youcan find a Web link to it in the "Resources" box.) We do this evaluation before the athletes begin the program and as they go through it. Along with allowing the participants to understand what areas they need to work on, it measures their progress. They can see how their efforts are reaping rewards and what areas they need to work harder on. At North Carolina, we also honor those student-athletes who achieve a score of 105 (out of 120) or higher on the Team Leadership Evaluation from their teammates, coaches, and their own self-evaluation. Becausethis person has earned respect across three dimensions-teammates, coaches, and self-we call them Three Dimensional Leaders, or 3DLs for short. The 105 average score to reach the 3DL level is challenging yet attainable-typically around 15 percent of the leaders achieve it. We then honor these individuals in a few different ways. Much like posting school records in the gym or the weightroom, we have created a special wall of fame called the Tar Heel Leaders of Distinction. After seeing the pictures of past great leaders on the Tar Heel Leaders of Distinction Wall, many younger leaders tell us one of their biggest goals at UNC is to achieve 3DL status before their college career is over.
The Original In addition, at the end-of-year recognition dinner, a teammate talks about what the 3Drs leadership meant to the team. These special tributes can become emotional as teammates tell their captains how priceless their leadership has been. Finally,3DL hon-
e honor those student-
There are many other ways to inspire and honor your leaders. You can post photos of everyone in your Captains Council on a bulletin board and your Web site. You can create an award that honors one exemplary leader on your teams every season or every year. You can create recognition for former student-athlete leaders from your department. Any idea that works well for your particular school and the resources you have is a good one.
'athletes who achieve a score of 105 on the Leadership Evaluation from their eammates, coaches, nd self-evaluation with e distinction of IIThree imensional Leader." orees receivea trophy and are also recognized at halftime of a men's basketball game. The 3DL honorees have told us the award is often a main topic of discussion during graduate school or job interviews. Earning the award sends a clear signal to graduate schools and employers that this person is highly respected by their peers and coaches, and it makes them a highly attractive candidate.
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FEEDBACK
Asyou implement your progranl, be sure to solicit continual feedback from both the participants and facilitators. Find out what is connecting, what needs improvement, and what's missing. The feedback will help your ideas evolve into a polished program that achieves real results and student-athletes look forward to being a part of. Finally, be sure to acknowledge and celebrate the dedication and contributions of your emerging and existing leaders whenever possible. Simple words of thanks, certificates of participation, T-shirts, pizza parties, and recognition dinners are all ways to let your leaders know how much you appreciate them and their service to your school. •
RESOURCES Consider the following council:
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resources as you plan topics for your leadership
The Team Captain's Leadership Manual, by Jeff Janssen, provides a 10-module leadership development curriculum that focuses on both leading by example and vocal leadership. The book includes leadership assessments, team activities, and short exercises that provide great material for discussion.
A direct link to the Team Leadership Evaluation form is at: www.jeffjanssen.com/ coaching/evaluation2.html. Janssen has also developed an online leadership development and support Web site called the TeamCaptainsNetwork.com specifically geared toward college and high school student-athletes. The site includes a five-part leadership e-course, leadership advice from top athletes and coaches, team building activities, a Captain's FAQsection, and a discussion forum. . Playing Beyond the Scoreboard, by Craig Hillier,is a practical book that provides great tips and ideas for developing team leaders. The Leadership Challenge, by Jim Kouzes and Barry Posner, is geared toward stu-
dents in general, not student-athletes, but provides a nice five-part framework to teach leadership: 1. Model the Way, 2. Inspire a Shared Vision, 3. Challenge the Process, 4. Enable Others to Act. 5. Encourage the Heart. Prolific leadership expert John Maxwell has written dozens of books on a variety of aspects of leadership, including a short handbook called Leading Your Sports Team.
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SOCIAL MEDIA
Join the conversation The Dallas ISD Athletic Department uses Twitter, and their website to connect with staff, students, parents, and the community. Dallas Athletics partners with the UIL / National Federation (NFHS) and National Athletic Directors (NIAAA) through educational opportunities while advocating for student‐athletes. These organizations develop leaders and foster community outreach. Scan the QR codes below to “follow” and participate in the district’s social media conversation. Web addresses are also provides to access the sites via computer.
www.dallasisd.org/athletics www.twitter.com/dallasathletics www.nfhs.org www.niaaa.org
100 Ways to Promote Character Education in Schools
(This list of successful strategies was collected from numerous teachers and administrators, compiled by the staff of the Center for the Advancement of Ethics and Character at Boston University, and adapted for NVUSD.)
1. Hang character education posters in halls and classrooms. Refer to traits throughout the day in different subjects as appropriate. 2. Promote a project for each class that contributes positively to the school or neighborhood/community environment. 3. Be vigilant to prevent and stop scapegoating of one student by others. 4. Modify current recognition programs to include academic, artistic, athletic and character achievement. 5. Encourage students to identify a charity, collect donations and help administer the distribution of goods or funds. 6. Consistently prohibit gossip and, when appropriate, address/discuss its damaging consequences. 7. Enforce a zero-tolerance policy on swearing. Prohibit vulgar and obscene language in the classroom, on school grounds, and at school-sponsored activities. 8. Don’t allow unkindness of any kind in your classroom; no “put-downs.” 9. Help students to see that the “good” in others is more than academic success. 10. Use morning announcements, school/classroom bulletin boards, and/or the school newsletter to highlight various accomplishments - particularly character oriented ones - of students and faculty members. 11. When conflicts arise, teach about self-discipline, respect, integrity and the responsibility to discreetly inform appropriate adults. 12. Have students take turns caring for class pets during the week, on weekends, over holidays and vacations. Discuss and demonstrate the responsibility to care for living creatures. 13. Invite student volunteers to clean up the neighborhood or community.
14. Create a code of behavior for your classroom/school to which students and teachers agree. 15. Add character traits to your parent/student/school compact. 16. Share a personal hero and tell the students why he/she is your hero. 17. Regularly weave character into your discussion of literature, history and other subjects, asking “What’s the right thing to do?” and follow up with a discussion. 18. Lead by example. Address students respectfully; clean the chalkboard for the next teacher; pick up litter on the playground or in hallways; admit when you have made a mistake. 19. Treat ethical issues like other intellectual issues – get the facts, gather evidence, weigh consequences and options, make a decision and follow through. 20. Write, call or visit parents to praise their child. 21. Include the study of “local heroes” or “heroes in the news” in your classes. 22. Institute an honor system for test-taking and homework assignments. 23. Use the language of character traits: “I have a responsibility to…,” “It demonstrates integrity when…,” “Picking up litter shows responsibility and respect for our school…” 24. Reinforce the moral authority of parents, urging students to take their problems to their parents. Discuss why this is sometimes difficult. 25. Create a character education bulletin board or section in your classroom; post sayings on the wall that encourage good character. 26. Have students write their own sayings of significance or create a personal motto; display on walls. 27. Share stories of ethical conflict from literature, current subjects, in the news or movies/TV shows. 28. Encourage students to bring in articles about moral issues.
29. Discuss campus “issues of character” on a regular basis (vandalism, good deeds, etc.). 30. Make classroom expectations clear and hold students accountable for them. 31. Strive to be consistent in dealings with students; avoid allowing personal feelings to interfere with fairness. 32. Require students to behave responsibly and respectfully when watching athletic competitions. Model and have students identify what such behavior “looks like” and “sounds like.” 33. In physical education and sports programs, place a premium on good sportsmanship. Again, what does good sportsmanship “look like” and “sound like.” 34. Teach students about competition, helping them to see when it is valuable and when it is not. 35. Read aloud a “Two-Minute Story” every day to begin or end the school day. Choose stories that are brief, yet value-centered. (The Chicken Soup for the Young/Teenage Soul series is a good resource.) 36. Explain the reasons for a particular school or classroom policy, action or decision. Help students understand the “why” not just “what.” 37. Have students discuss the ethical and character-developing elements of being a good student. 38. Talk with your students about why you’re a teacher. Explain how you understand the responsibility and integrity of your profession. 39. Let students know about your community service. Tell them about volunteering in a food bank, coaching Little League or teaching at your temple or church. 40. Teach students to analyze the media critically. To what extent do their messages encourage living a life of character? 41. Bring recent high school graduates back to talk about their successful transition to college, work or the military. Ask them how good moral habits have helped in their adjustment.
42. Invite local adults to talk about how they have integrated character traits into their lives. 43. Help reinforce students’ empathy. Ask questions like, “How would you feel if no one would play with you?” or “How would you feel if someone made fun of your name because they thought it was different?” Follow up with “What choice can you make to show integrity (self-discipline, respect, responsibility, etc.)?” 44. Overtly teach respect and courtesy. Model and ask students to identify what respect “looks like” and “sounds like.” 45. Teach students how to listen attentively to other students and adults and to avoid interrupting people. Again, what does it “look like” when you are listening respectfully to someone. 46. Read and discuss biographies of accomplished individuals. In upper grades, encourage students to be discerning, seeing that an individual may have flaws but still be capable of much admirable action. 47. Assign older students to assist younger ones to show them the school. 48. Emphasize from the first day of class the importance of working hard and striving for certain standards of achievement. 49. Encourage high school students to become more active in their community by performing service or attending city council or school board meetings. 50. During elections, encourage students to research candidates’ positions. 51. Have older students sponsor a potluck supper for their parents. Have students cook, decorate, serve and clean up. 52. Work together as a class or school to clean up classrooms or school grounds on a regular basis. 53. Have the entire school identify campus beautification as an annual theme. Have each club contribute to the project. 54. Encourage high school students to volunteer for voter registration drives, and, if eligible, to vote.
55. Teach students how to write thank-you notes. As a class, write thank-you notes to people who have done thoughtful things. 56. Insist that quality matters. Homework that stimulates and challenges students should be handed in on time, neat and complete. Details do count. 57. Help students form friendships. When forming cooperative learning groups, keep in mind both the academic and emotional needs of the students. Use this as an opportunity to group students who might not otherwise interact. 58. Teach responsibility by instituting a student tutoring program. 59. Have students memorize poetry and important prose selections such as the Preamble or parts of the Gettysburg Address. In the process, make sure they understand the ideas that make these works worthy of committing to memory. 60. In science, address when appropriate the ethical considerations of that field of study. 61. In math classes, specifically address traits such as perseverance, hard work, self-discipline and responsibility required to be successful math students. 62. In social studies, continuously examine the responsibilities of the citizen. Help students identify what they can do right now to build the habits of responsible citizenship. 63. Follow through. Do what you say you will do. For example, administer tests when they are scheduled with thorough preparation and adequate notice; don’t cancel at the last minute after students have prepared. 64. Model integrity; let students observe that you live the expectations of hard work, responsibility, gratitude and perseverance that you place upon them. 65. Teach justice and compassion by helping students separate the doer from the deed. 66. Ensure students have a firm understanding of what constitutes plagiarism and of the school’s policy against it. More importantly, help them to understand why it is wrong and teach them how to use an author’s work as a reference, a direct quote or paraphrase.
67. As a staff, agree schoolwide on format and criteria for research papers, footnotes and bibliography. Teach students how to use footnotes and bibliography as a regular part of any research assignment in any subject area. 68. Never underestimate the power of stories to build a child’s moral imagination. Read aloud daily. 69. Stand up for the “underdog” when he or she is being treated unfairly. Use this as a teaching moment. 70. Start or expand a class or school recycling program. Talk about the general principles of carefully using what you have and not wasting as part of our obligation as citizens of the world and caretakers of the environment. 71. Use programs already in place such as HLAY2000, DARE, Impact or the National Honor Society, to reinforce character traits. 72. Have students create songs, acrostic poems or skits illustrating character traits. Let them perform at monthly assemblies. 73. Emphasize the significance of school traditions and rituals. Discuss the importance of recognizing certain customs as a community. 74. Start a pen pal exchange between your students and students from another school in Napa. Share ideas about what your class is doing to develop character. 75. When making school policy, allow student participation and responsibility in some decisions. 76. Collect interesting thought-provoking quotes worthy of reflection, discussion and writing such as, “You cannot embrace victory unless you have tasted defeat” (Michael Jordan) or “The truth never becomes clear as long as we assume that each one of us, individually, is the center of the universe, “ (Thomas Merton). Ask students to do the same. 77. Identify excellent literature selections for your grade level that address specific character traits; share ideas regularly at staff/grade level meetings. 78. Develop a school motto. 79. Institute a “Character Honor Roll.”
80. Include discussions of the school’s “moral climate” and the desired goals for the moral life of the school at staff meetings. 81. Create a bulletin board where teachers and administrators can share their own “100 Ways to Promote Character Education.” 82. Include references to the character traits in school newsletters. 83. Create/revise school brochure to include a reference to “Building Good Citizenship through Character Education.” 84. Include anecdotes of commendable student behavior in the school newsletter. 85. Develop with students a “School Code of Ethics” that reflects the character traits. Distribute copies to all school members for display. 86. Publicly recognize the work and achievements of the school’s “unsung heroes” – custodians, maintenance workers, secretaries, cafeteria workers, bus drivers and volunteers - and connect to character traits. 87. Seek ways to involve local businesses in the life of the school, perhaps through mentoring opportunities or partnerships with student groups. 88. Establish a Newcomers’ Club for newly hired personnel and entering students. 89. Have athletes and coaches collaborate to develop a code of ethics for athletics. 90. Communicate with parents appropriate ways they can help their children develop responsibility with their schoolwork. 91. Encourage teachers to send out monthly newsletters to parents that include references to ongoing character development in the classroom. 92. Have students write in their journals about character traits. 93. Designate a section in the school library that contains books with stories depicting respect, responsibility, honesty, integrity, self-worth and selfdiscipline and other moral lessons. 94. Add books on character and moral development to your parent resource center.
95. Make the discussion of moral development and current school projects a regular part of parent meetings. 96. Label the behavior of students using the vocabulary of character development: “You demonstrated integrity when you turned in the money you found on the playground.” Teach students to use this language. 97. Include character traits on spelling lists. 98. Involve the entire school community (advisors, counselors, yard duty, bus drivers, volunteers, custodians) in reinforcing character traits and using the vocabulary. 99. Use Newspapers in Education as a resource to discuss issues of character. 100. Remind students – and yourself – that building good citizenship through character education is not an easy or one-time project. Fashioning our character is the work of a lifetime.
Young Varsity High School Coach This resource stems from a question submitted to the Ask PCA blog. Responses come from our experts including PCA Trainers, who lead live group workshops for coaches, parents, administrators and student-athletes.
“I’m a new varsity high school coach, just one year out of college myself. What can I do to pre-empt or address any concerns that players or their parents may have about my being so young?” PCA Response by Ray Lokar, PCA Trainer–Los Angeles It’s great to take a proactive approach to establishing confidence in the program you are trying to build. The first step is to have a Parent Meeting and set an agenda to address questions and concerns up front. (See PCA’s Parent-Guardian Meeting Agenda under the Our Tools section of www.positivecoach.org.) As a young coach, take extra care to have a concise coaching philosophy, one that does not try to sound like you have the wisdom of the ages, when anyone can see that you don’t. Define two or three things you want your program to be known for, and be prepared to explain HOW you will pursue those aims. That can go a long way toward establishing initial confidence among the parents. They will see that your preparation compensates for your youth and inexperience. Finally, try to bring in staff to help you. It may be hard to delegate when you perceive that one of your challenges is establishing control of the program, but you’ll be glad you did. It also couldn’t hurt if one of your assistants was a little older to balance against your youth. Take your youth and enthusiasm and use it as an advantage. Be yourself and don’t try to be “older” because you think that’s what parents want. You can’t please everyone, so don’t try. Just try to do the right thing, because it’s the right thing to do – then stand behind your decision. Trust your instincts, and if you have questions, there is no shame in asking for help.
To read more questions and answers like this, or to submit your own question to the Ask PCA blog, visit: www.positivecoach.org/our-tools/ask-pca For more Resources, visit: www.PCADevZone.org For more information on Positive Coaching Alliance, visit: www.PositiveCoach.org © 2014 Positive Coaching Alliance. All rights reserved.
INTERNET SURVEYS OKAY
The Coach's Checklist (Adapted from North Hills High School Athletic Department) "There is a right way and a wrong way to do things. At North Hills we always strive to do things the right way." Start of Practice ___ Updated student-athlete physicals list. ___ Updated eligibility list. ___ Final schedule copy: Is it 100 percent right? Have you checked it against the school calendar? Speak now or forever hold your peace. ___ Distribute and review team rules, expectations, and consequences. ___ Inform athletes of polices and procedures, such as if you are a senior, you will be trying out for varsity, not junior varsity. ___ Review care of equipment and facilities. ___ Hold a parent information night. ___ Review locker room behavior and supervision. ___ Obtain clearances and board approvals for volunteer coaches. ___ Be involved with the booster organization (if applicable). ___ Design and distribute a phone chain. ___ Have all the phone numbers you need, especially for the buses on Saturday, then store emergency numbers in your medical kit. ___ Are you prepared for emergencies? Who is responsible for what? ___ Divide duties among your staff so everything is covered and you are taking advantage of each one's talents and areas of expertise. ___ Outline expectations and responsibilities of team captains. During the Season ___ Preparing for contests: Are you prepared for everything that might come your way? ___ Set the tone for practice each day. ___ Pre-game routines: If there's horseplay, what does it say? ___ During contests: know the penalty and ejection rules. ___ For away games, how do you leave the locker room, and what does your presence say about North Hills being there?
file:///dfsmsvfs02/...te%20Scogin/New%20Coaches%20Packet%20Info/New%20Coaches%20Packet%20Info/13J-Coaching%20Checklist.htm[8/2/2016 3:21:57 PM]
INTERNET SURVEYS OKAY
___ For away games, cover expected bus behavior and supervision. ___ Review treatment of opponents and officials. ___ Report scores and record injuries. ___ For away games, order buses by Tuesday for the coming week ___ Communicating: Be proactive, have e-mail addresses and a mailbox; call the administration before they call you; report injuries. ___ Think everything through -- be detail-oriented. ___ Be aware and vigilant. Is there something brewing between players, parents, or opponents? ___ Be a player's coach. "Would I want to play for me?" ___ Handle team discipline issues, report violations to the athletic director and/or principal if necessary. After the Season ___ Meet with assistant coaches. ___ Do the end of season packet. ___ Pick up awards. ___ Secure equipment. ___ Collect uniforms. ___ Participate in preparing for the banquet. ___ Be proactive in helping college-bound athletes.
file:///dfsmsvfs02/...te%20Scogin/New%20Coaches%20Packet%20Info/New%20Coaches%20Packet%20Info/13J-Coaching%20Checklist.htm[8/2/2016 3:21:57 PM]
New Coach’s Needs: Lettering Guidelines Awards information/guidelines/policy Tryout information Ordering Equipment Camps Handling Money Vans Chain of Command Attendance requirements to all district meetings, practices, staff meetings, Teacher first Communication Feeder Program Expectations Communication Kids in cars, social media Safety first Equipment and Inventory Volunteers Title 9 Sports Medicine Trainers Communication Injury Communication with parents Repairs to facilities Emergency Plans (practiced and communicated) Exit Interviews with players NHFHS certification Sharing Athletes Squad Selections Procedures Documentation Supplemental Endorsements
Transportation (others, students on bus) Athletic Department Issued Gear Weather precautions (heat, c old, storms) 502 Duties of a Coach Professional Development Expectations Speaking with media UIL Violations and Reporting Sponsorships Game changes regulations/communications
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By Jeff Arbogast
The 6 Traits of Team Leaders o exact science exists for determining the impact several variables have on making a winning or championship team in high school "team" sports, but it certainly can be argued that the concept of an important team "leader" may have as much of an impact as recruiting, talent or training and skill development. What constitutes a leader is even more difficult to quantify or specify, but certain traits tend to be more common than others, almost to the point of universality. Regardless, after we specify and identify the qualities of a leader, one overriding question remains . . . Is it possible to coach, encourage or foster these traits to the betterment of your team? What constitutes team leadership? This concept has differences that depend upon the sport, gender, size of team ~d dominant traits desired or present in athletes who excel m that sport. In all cases, we are interested in the qualities of individual team member leadership, not any type of coachmg leadership that an adult portrays. Among other concepts, a team leader must ... 1. Inspire his or her teammates. 2. Earn respect of fellow team members through word and deed. 3. Make appropriate choices on and off the athletic field. 4. Follow coaching instruction in letter and spirit. 5. Act as a communication liaison between coach and athletes and athletes themselves. 6. React at his or her best when under stress.
N
These can be called the "6 Traits of Athletic Leadership." 4
This type of leadership is different from that displayed by the athlete with the most blocks, forehand winners or pins, although at times the athlete with the best stats may also be your best leader. The effort required to inspire others and earn their athletic respect does not come easily. The leader who emerges as a team forms is usually one who has established some history over time, not one who displays an overt act during tryouts in the hopes of upstaging others.
Recognition of Leadership Potential As a coach, take what time you can to develop some background knowledge of your team members. In many team sports, you may have some awareness of the "farm system" and the reputation certain kids have as "clutch" performers - and they may have the earned respect and learned ability to lead. Listen to the locker room chat, the tone of conversation when kids are discussed, the nuances of relationships, families and friendships. Use every piece of available data to help identify the potential leaders on your team at the outset. Once you can monitor the developing leaders on your team, you can control the amount of responsibility they have in order to allow them to mature predictably. Leadership traits can be coached, but leadership itself is a difficult concept for high school athletes to understand. Usually, it is easier for a coach to focus on instructing athletes in the "6 Traits." These individual concepts are much easier for a high school competitor to grasp than a theoretical idea of "leadership" of a team of peers. However, focusing on setting a positive example, earning respect of teammates, and always performing properly on and off the field are small bites. of leadership that an adolescent can comprehend. In time, With COACHES'
QUARTERLY
I FALL
2007
--.....-::
a coach directing, leaders from the underclass may be groomed in order to be rea~y to t~(: charge as they mature .' . just by presentIng the 6 Traits and allowmg the best qualities of your natural leaders to come forward. As a coach, one of the more challenging tasks will be stepping back and allowing your natural leaders to come forward. Most of the time, a positive leader will step forward, although parental pressures, outside influences and relationships, and changing priorities may impact leadership development. Athletes will be more ready to follow a leader they feel has developed naturally than one you have "anointed" or selected, regardless of how fair and unbiased the selection process. If you have been monitoring your junior varsity and younger competitors, you. should have adequate knowledge about upcoming leadership talent (or the lack thereof) and should be able to direct development. In order to help your natural leaders emerge, provide opportunities for them to exercise some initiative and appear in front of their teaTI1IDatesas the type of person you want them to be. This may take the form of a varsity and junior varsity captain, at times working together to develop continuity, directing social and motivational events, team gatherings, assignments of menial tasks within the team, or meting out team rewards. The smaller opportunities will develop the foundation of leadership, but what you are really after is the attention that will be paid to the team leader during "crunch time." As coaches we can establish a stepby-step process'to develop the principles of leadership outlined in the "6 Traits," but what we are really after is the exercising of leadership when the team needs it most. So, smaller non-competitive projects will lead to a sense of trust and respect forming within the team centered around the leader or captain. That can be exploited as necessary when the outcome of a contest is on the line and someone on the team needs to step up, driven by the leader.
It is possible that you may continue a season with no obvious team leader, but the diversification of tasks and responsibilities will help any team progress and feel ownership of team destiny.
The Coach-Leader Interaction Formulate a productive coach-leader relationship with two main precepts - discipline and consistency. You will expect the support of your team and this will come from adherence to those two main precepts. In order for your team leader(s) to help direct and encourage, make sure the basic team rules and consequences are clear and followed on a consistent basis. Your team leader will be able to direct and support good conduct both in and out of the competitive arena as long as he or she knows what is expected. This might necessitate a coach-leader or coach-captain meeting early in the season, perhaps followed up by regular opportunities for a team leader to continue communication throughout the season. To exact as much from this communication as possible, the coach should actively listen to the feedback from the team leader. A good relationship between coach and team leader will also allow for growth in leadership by the team captain and others in line to help direct the team. This opportunity to lead will also require a building of trust in the team leader, closely observed by the coach. Trust and communication build upon each other.
Building for the Future
The Lack of a Leader Occasionally, a team may emerge where a leader does not appear, or the leadership you se~ does not reflect the Traits" or other qualities you would like.to see. As a coach, .It is usually preferable to suppress the desire to force leadership on the "best available" candidate. Student-athletes are difficult to fool and if they do not hold respect for a team leader, to manufacture one out of a void is usually counterproductive. If no leader is present on your team:
"?
1. Distribute tasks, assignments, responsibilities evenly
to those who show the most maturity on the team, regardless of year in school. . 2. Match these responsibilities and assignments according to individual qualities, i.e., stats to a good math COACHES' QUARTERLY I FALL 2007
whiz, or team party invitations to the socially adept athlete. 3. Accent parents and community help to make up for lack of student-athlete initiative. 4. Pay more attention to jump-starting communication with each athlete.
Coaches will be able to solidify strong teaJ11bonds, good communication and positive relationships between team members by encouraging potential team leaders to follow the "6 Traits." Development of these traits within team leaders will have a strong impact on potential championships and keep your team on top! CQ
ABOUT THE AUTHOR: JeH Arbogost is the head track and crass country coach at Bingham High School in South Jordon, Utah. He is a former member of the NFHS Coaches Association Boord of Directors and currently serves as an advisory committee member. Arbogast also is a member of the NFHS Coaches' Quarterly Publications Committee.
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Lots of new information... Your message is ready to be sent with the following file or link attachments: 0A - CoachesManual ACKNOWLEDGEMENT FORM.docx 0B-Mission Statement.docx 0C - Phone.docx 0D UIL rules-acknowledgement_1-16.pdf 1A-Org Chart.doc 1B-MS-HS Alignment.docx 1D-HS Coordinators Directory.xlsx 1E-MS Coordinators Directory.xlsx 2A-Central Factilities.doc 3B-SM Staff Directory.docx 3C-Parent Letter.pdf 3F-Emergency Card.pdf 3G -2016-17 DISD insurance claim filing procedures 5-1116.pdf 3H -Exertional.Heat.Illness.Guidelines.HS.Handbook Revision 2016.ppt 3I -Heat Illness Guidelines - 5-16-16.pdf 3I -Lightning and Severe Weather Policy REV 2016.pdf 3J - LIGHTNING POLICY Doc 3 00 REV. 2016.pdf 3K - 2016-17 DISD Insurance parent letter 5-11-16.pdf 3L -SCA_AWARENESS_FORM__2015-16.pdf 3M - Hydration Guidelines.pdf 4A -High School Head Coaches.docx 4A -High School Head Coaches.pdf 4B-Job Desciprtions-HS Coaches.docx 4C-Job Descriptions-MS.docx 4D-Dress Code.pdf 4EMinimum Standards.pdf 4F-5 Measures of Success.pdf 4G - ProfessionalMeetingsSocialMedia.pdf 4H -Coach Evaluation.doc 4I - MinimumCompetitionStandardsforHighSchoolAthletics.pdf 4J -5MeasuresofSuccessDallasISDAthletics.pdf 4K -National Certification.pdf 5A-DCS Service Center Directory.pdf 5B-Bus Procedures.doc 5C-Recommended Travel Procedures.docx 5D-Bus Shuttle System.xlsx 5E-Van Request Form.xlsx 6A-Student Calendar.pdf 6B-Staff Calendar.pdf 6C-Contract Dates.pdf 6D-Calendar of Events.doc 6E-Meeting Dates.doc 6F-AC_Meeting Dates.doc 6G - Start_End Dates.pdf 6G - StateEndDates.docx 6H - Report to Work Dates.pdf 6H -Report to Work Dates.doc 7B -PrePhysForm15.pdf 7C-RCP.pdf 7D-Booster Club Guidelines.pdf 7E -DEC_Handbook_15-16.pd.pdf 7F-Summer Conditioning Guidelines.pdf 7G -uil-tentative_2016-17_calendar.pdf 7H - 2016-17_UIL_Rule_Changes1.pdf 7I-Charitable Cause Guidelines.pdf 7J-Team Eligibility.pdf 7K - 2016-17_Sport_Season_Dates_and_Game__Tournament_Limits.pdf 7L_PAPF Procedures_Form.pdf 7M-Home Visitation.pdf 7N-Regaining Eligiblity Sheet.doc
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National Certification The NFHS Coach Certification Program is a national professional credential offered to individuals who are currently coaching or aspire to coach at the interscholastic level. The attainment of this national certification demonstrates the completion of a series of courses offered by the NFHS that will enhance the ability of the coach to better serve the student, the school, the community and the profession of coaching.
The benefits of NFHS National Certification Program include the following
Level 1 National Certification
Accredited Interscholastic Coach Requirements • • • •
Fundamentals of Coaching Concussion in Sports
First Aid, Health And Safety For Coaches One sport-specific course of your choice
Level 2 National Certification
Certified Interscholastic Coach Requirements •
Fundamentals of Coaching
Covered by AIC requirements
• •
Creating a Safe and Respectful Environment Concussion in Sports
Covered by AIC requirements
• • • • •
Strength and Conditioning
Teaching and Modeling Behavior
Engaging Effectively With Parents Sportsmanship
First Aid, Health And Safety For Coaches
Covered by AIC requirements
Exemptions and equivalent courses do not apply Completed within the past three years.
•
One sport-specific course of your choice
Covered by AIC requirements
•
Two additional courses of your choice
AWARDS BANQUETS a. Responsibilities The head coach of each sport may be responsible for coordinating the awards format for his/her program at the end of each season. The coach may choose to work with a support club, booster club or a group of selected parents in planning the type of awards ceremony. 1) The dates of all awards presentations shall be established by the athletic administrator each spring and placed on the school calendar for the following school year. 2) One month prior to the end of the season, the head coach shall inform the athletic administrator as to the type of program, location and starting time. 3) It will be the responsibility of the head coach to inform the coaches and team personnel in their sports program of all details concerning the awards presentation. The head coach shall also extend a written invitation to each parent. 4) Since the athletic department is not in the banquet business, no athletic funds will be expended for any awards banquets, except for the authorized school awards presented. b. Recommended Awards Procedures 1) Boys and girl’s soccer, cross country, basketball, track, etc. should combine for presentations. 2) Pot-luck dinner (dessert) in high school cafeteria. 3) Picnic pot-luck at local park shelter house. (Portable P.A. available) 4) Catered dinner in the high school cafeteria at expense of parents. 5) Dinner banquet at local restaurant at expense of parents. 6) Dinner banquet at local restaurant with a support club picking up cost of athletes' meals. 7) Coaches and parents may determine to meet only for awards presentation without any food provided. 8) Coaches should organize award presentations to fall within a 2-2 1/2 hour time period. c. Guidelines for Awards Night 1) Head Coach a) Thank everyone who helped with your season. b) Keep comments about the season brief and positive. c) Make sure every player is introduced by name. d) Comments about each player should be brief and positive. Keep most comments for seniors. e) Do the talking for your team. Conduct the awards portion of your program. f) Do not announce next year's captains.
2) Reserve/Freshman Coach a) Thank people special to your season. b) Comments about your season should be brief, positive. Save time for the varsity coach to make most of the comments. c) Introduce each player by name. Save time by calling entire team forward together, then introducing each player. 3) General Guidelines a) Unexcused absent players - no comments, please. b) Public predictions or announcements of next year's varsity players are unfair to underclassmen. Everyone deserves a chance to make varsity. c) d) e)
There are parents in the audience who care only about their athletes. Play by play descriptions of a season makes your presentation drag and takes time away from honoring the teams. Be positive - no excuses need to be made for anything. Double check names, grade level, jersey numbers.
4) Comments to avoid a) Talking about the past (coaches or players) b) Predictions about the future (they can haunt you) c) Anecdotes not appropriate for a more formal awards ceremony d) Recruiting for next year's team - it makes this year's players feel inadequate e) Talking about other teams or other schools on any level f) We are not inferior to any team we play. g) Season review - keep it short and positive. You have a captive audience. h) If you plan to resign from your coaching position, please do not announce this at the awards night. 5) Awards a) Coaches should keep the certificates, letters, pins, bars, 4-year, conference, district or state awards. Four-year plaques are for earning four varsity letters in a sport. Most Valuable and Most Improved and other special awards authorized for your sport should be given at the end of your presentation. b) EVERY SEASON IS A SUCCESS!
D-18. D-14.1 D-14.2
D-15. ATHLETIC BOOSTER CLUB a. Role of the Club The ___________ Athletic Booster Club exists as an organization of parents and community persons dedicated to: 1) Supporting, encouraging and advancing the athletic program and related activities of the __________ School District, thereby cultivating clean, wholesome school spirit, promoting good sportsmanship, and developing high ideals of character. 2) The Club shall promote projects to improve facilities and equipment necessary to provide an adequate athletic program for the school district. 3) The club shall not seek to influence or direct the technical activities or polices of the school administration or of the school officials who are charged with the responsibility of conducting the athletic program of the schools of the district. The club shall do nothing which violates the rules of the ___________ School Association or in any way jeopardizes the membership of the school district in said athletic/activity association. b. Financial The booster club each year contributes many thousands of dollars to the athletic department for the needs of each sport that otherwise would not be available. Primarily, the monies of the Booster Club will be expended for 1) capital improvements of the athletic facilities, 2) major purchases for a sport, 3) warmups and uniforms, 4) reconditioning, and 5) championship awards.
c. Relationship with Coaches Coaches are encouraged to take advantage of every opportunity to work with the booster club in their many fund-raising projects during the course of the school year, especially the August membership drive. The more coaches become involved in booster projects, the more it will strengthen good-will between the club and the athletic department. In the event a booster club member asks you about your athletic needs, discuss it in general terms with the member, but remind the member that you will make the request officially through the athletic department budget procedure. d. Relationship with the Athletic Administrator The high school athletic administrator will attend all athletic booster meetings and act as official liaison between the school district and the booster club. In May each year, the athletic administrator will present the booster club with the budget request for the following year as requested by the coaches. e. Support Clubs Individual sports may create an organization of parents and interested persons to promote a sport specifically. This club will be under the sponsorship of the head coach and exists primarily to: 1) promote positive public relations with the coaching staff, 2) raise monies for the end of the season award banquet, 3) provide spirit type T-shirts, shoes, etc. The sport support clubs shall serve as a satellite of the athletic booster club and have representation on their board of administrators. At no time will the activities of the support club interfere with the operations of the athletic boosters.
D-15.1
Life School Student-Athlete Pledge The mission of the Life School Athletic Department is to prepare student-athletes for success through the four core principles of Leadership, Integrity, Family and Excellence—in everything we do.
Each day provides me with opportunities to live and learn the four core principles of Life School Athletics and accept the responsibility and privilege of representing this school and community as a student-athlete.
As a student-athlete, I pledge to accept the four core principles of the Life School Athletic Program. I will provide
Leadership where I serve the common good of others while
striving to be a school and team leader. I will do my best to represent my school, my team, my teammates and myself by endeavoring to have the
Integrity to know and do what is
right at all times. I will embrace the ideal that my coaches and teammates are my extended
Family and will support and encourage them to be their best. I will exemplify Excellence in everything I do in the classroom, in practice, in competition, and in the community.
Student-athlete name:_________________________________________________ Student-athlete signature:______________________________________________
Life School Parent of Student-Athlete Pledge The mission of the Life School Athletic Department is to prepare student-athletes for success through the four core principles of Leadership, Integrity, Family and Excellence—in everything we do.
Each day provides me with opportunities to help my child live and learn the four core principles of Life School Athletics and accept the responsibility and privilege of supporting this school and community as a student-athlete.
As parents of student-athletes, we pledge to support the four core principles of the Life School Athletic Program. We will help our students provide
Leadership where
they serve the common good of others while striving to be a school and team leader. We will do our best to help our students represent their school, their team, their teammates and themselves by endeavoring to have the
Integrity to know and do
what is right at all times. We will embrace the ideal that their coaches and teammates are their extended
Family and will support and encourage them all to be their best.
We will help them exemplify
Excellence in everything they do in the classroom, in
practice, in competition, and in the community.
Student-athlete name(s):________________________________________________________ Parent name:__________________________________________________________________ Parent signature:_______________________________________________________________
Orientation Topics for Discussion with Parents 1) Recognize that a ticket represents a privilege to attend and observe a contest and to demonstrate support for one's team and high school athletics in general. 2) Learn the rules of the game. Expand your understanding of their importance in controlling rough play and preventing any team from gaining unfair advantages. 3) Prohibit verbal harassment of opponent players, coaches and contest officials. 4) Respect the integrity and decisions of officials. 5) Refrain from movement onto the playing surface unless asked to do so by a contest official. 6) Join the school administration and coaches in an effort to make sport citizenship a high priority. 7) Demonstrate positive sport citizenship in every aspect of attendance. 8) Be a fan - not a fanatic. 9) Respect opponent performances despite the outcome. Recognize that mistakes are sometimes made. 10) Support the efforts of coaches to teach and implement sport citizenship standards 11) Recognize improvement and hard work. b. An Open Letter on Taunting Dear Parent: A recent trend in sports threatens the educational mission of high school athletics. The trend of taunting, trash talking and intimidating "in your face" behavior has become widespread in college and professional sports - even idolized in our own state with celebrated groups of athletes. This kind of behavior is the biggest thing to threaten our games in some time. Already, some call the disrespect shown by taunting and trash talking just a "part of the game." If we are to maintain the justification for our programs, we must unite to let our students, athletes, spectators and community know that this and other forms of disrespectful behavior will not be tolerated in our athletic competition. In sports at all levels, unsportsmanlike conduct can be a cause for a player or coach to be ejected from a contest and miss the next competition as well. In addition, a spectator can be ejected from a regular season game or tournament by a contest manager. If this level of authority seems excessive for an official or contest manager, please remember that these individuals are charged with responsibility to ensure that our contests are conducted in accordance with the highest educational standards. Please join us in implementing appropriate behavior standards during competition throughout the upcoming season. Thank you,
____________________________________________________________ Activities Administrator
L-11.1
c. Pre-Season letter to Parents Dear Parent: The role of the parent in the education of a student is important. The support shown in the home is often manifested in the ability of the students to accept opportunities presented at school, in the classroom and through the extracurricular activity program. There is a value system established in the home and nurtured in the school that young people are developing. Their involvement in classroom and other activities contributes to that development. Integrity, fairness and respect are lifetime values taught through athletics - these are the principles of good sportsmanship. With them, the spirit of competition thrives, fueled by honest rivalry, courteous relations and graceful acceptance of the results.
.. .. .. ..
A good sport is a true leader in the community. As a parent of a student at our school, your sportsmanship goals should include: Recognizing the importance of your responsibilities. Realizing that athletics are part of the educational experience, and the benefits of involvement go beyond the final score. Encouraging our students to perform their best just as we would with their class work. Participating in positive cheers that encourage our players and discouraging any cheers that would redirect that focus including those that taunt and intimidate opponents, their fans and officials. Learning, understanding and respecting the rules of the game, and the officials who administer them. Respecting the task our coaches face and supporting their efforts to educate our young people. Respecting our opponents as students and acknowledging their efforts. Developing a sense of dignity under all circumstances. You can have a major impact on your student's attitude about academics and athletics. The leadership role you take in sportsmanship will help you influence your child and our community for years to come. We look forward to serving you in the year ahead and appreciate your continued support. Sincerely,
L-11.2
d. Letter to Parents Prior to Tournament Season Dear Parents: As we prepare for the upcoming (_____) Association tournaments, it is an appropriate time to review the goals of our program as they relate to sportsmanship. As an educational institution, our school is committed to teaching our young '_ people to set goals, strive for excellence, and react properly to adversity. The aim is the same in the classroom as it is in the competitive setting. The greatest challenge to good sportsmanship is adversity. When things are not going well, the easy response is to shift the blame and in particular, to shift it away from ourselves to our opponents or the officials. As teachers and coaches, we feel it is essential that our athletes maintain a positive approach to adversity. We need the support of our parents as role models if we are to accomplish this goal.
In this regard, we would like to suggest that abusive and negative behavior is counter-productive to the educational goals of our program. In addition, it creates a very uncomfortable environment for fans who want to support the team and enjoy the game. Finally, this type of behavior is an embarrassment to the athletes. We are asking ALL fans to keep comments positive and upbeat. School administrators hire contest officials who are deemed competent by our coaches and athletic administration. Their efforts and decisions may not be perfect and their interpretation of the action may be different from yours. However, we ask that you recognize that they do their best and that they are an essential part of the game. Please strive to pay less attention to their performance and focus more on the skills of our athletes. Let's unite in supporting a successful tournament effort.
Sincerely,
L -11.3
Parent Information and Acknowledgement Form Documents: I. II. III. IV.
“Guide to Communication for the Athletic Parent and Coach” Forney ISD Extracurricular Code of Conduct UIL Code of Conduct for the Parents of Interscholastic Student-Athletes UIL Behavior Expectations of Spectators
Mission Statement: FISD Athletics exists to produce a holistic program committed to the physical, mental, and emotional development of student-athletes. Our defining goal will be to guide learners to reach their full potential, producing success through junior high, high school, and life beyond. It is critically important that the young people in our programs learn appropriate lessons. Athletics is a great proving and training ground for participants, but to function so that everyone can have the opportunity for maximum success and growth, best practices must be followed. Every shareholder must keep in mind that cooperation is necessary, that service is paramount, and that lines of communication must be open and practices collaborative. It is critical that the chain of athletic communication be adhered to so that programs can be built. Our athletic department wishes to work alongside you, the parent, to ensure that a safe, enjoyable, and beneficial experience is extended to every student-athlete in our program. Our commitment is to teamwork, mutual respect, integrity, and the learning curve of every child. Please work with us to teach young men and women winning ways both in the arena and in life. Signing this form is an acknowledgement that the parents or guardians of the listed Forney ISD Athlete have been informed of the rules and expectations of participation and of the documents listed in the contents above. This signature is considered a pact by the student-athlete and parent or guardian to follow the guidelines established here, to adhere to the chain of communication, and to positively support the school athletic program.
Date:____________________________________
Student-Athlete:____________________________________(grade):_____________________________
Parent/Guardian (print): ____________________________(sign):_______________________________
Dallas ISD Athletic Department • Gil Garza, CAA Director of Athletics
[email protected] • Dr. Silvia Salinas, EdD, CAA Assistant Director of Athletics
[email protected]
Sarah Zumwalt Middle School Administrators • Mr. Troy Tyson – Principal • Mrs. Verbena Hatton – Assistant Principal • Ms. Kellie Paul – Assistant Principal • Mr. Todd Crawford – Assistant Principal (Athletics Administrator)
Zumwalt Lions Coaching Staff • Benny Dorrough (Coach D) – Campus Athletic Director/Head Boys Basketball/ Asst. Football • Jasmine Austin (Coach Austin) – Head Volleyball Coach • Kathleen Kappos (Coach Kappos) – Boys Soccer Coach • Vanetta Lewis (Coach Lewis) – Head Girls Basketball Coach • Ryan Flores (Coach Flores) – Cross Country Coach • Gregory Cross (Coach Cross) – Head Football/Girls Track Coach • Keith Davis (Coach Davis) – Asst. Football Coach/Boys Track Coach • Anthony Black (Coach Black) – Asst. Football/ Baseball Coach • Gerald Jones (Coach Jones) – Asst. Football Coach • Columbus Willis (Coach Dub)– Asst. Boys Basketball Coach
Why are we here??? • To provide information about the Athletics Department for the 2016-17 school year • Communicate expectations for our student athletes – both the school and team level • Provide information that may help avoid conflicts, problems, or questions that may arise during the upcoming season
Zumwalt Athletic Philosophy • Provide an opportunity for all student athletes to reach their full potential both academically and athletically. • Teach the importance of character, competition, team, responsibility and sportsmanship. • Instill in our athletes a sense of pride, commitment, and value that will contribute to their success as a productive member of the community and family member.
What it take to be a Lion Athlete… • Athletics are a part of the total educational program and should emphasize the “STUDENT first” philosophy • We ARE NOT a win at all cost program. However, the “win at all cost” mentality will be prevalent in the classroom. Being an athlete at Zumwalt Middle School is a privilege and not a right. • You will be held to higher academic standard • Behavior on and off the field/court will be exemplary • Athletes will face adversity, but that is OK • We encourage multi-sport participation among our student athletes and will emphasize working together to better the entire athletic program
Eligibility to Participate • A student must be enrolled and passing “ALL” their classes with a 70% by the end of every week. • If you are below 70% in any course, you will miss practice until your grades are brought to passing. You will not be allowed to practice until a note is supplied to your coach, signed by your teacher showing a passing grade. • Dallas ISD conducts a grade check every 6-weeks. • Students must be passing all classes at that time to remain eligible for the following 6-weeks. • Any student in violation will be notified and will become ineligible for practice and competition. If ineligible after 6-weeks grade reporting, you can regain eligibility if passing ALL classes after 3-weeks.
• Coach Dorrough will check grades every other Thursday
Absences • No practice, No play • Exceptions:
• A.) Death in family. • B.) School-sponsored field trip. • C.) Prior approval by a coach
• Athletes will not be allowed to participate in activities or athletics while serving a suspension. • Every period you are in ISS, you owe 50 pushups. (Full Day = 350 Pushups)
Injuries • Report ALL injuries • If the injury needs medical care and a medical excuse is given to prevent practice or game participation, a written release from the doctor will be needed before athlete can resume participation.
Transportation Policy • Athletes will ride to all athletic events on school provided transportation. Exceptions may be made by school administration due to certain circumstances. • District rules requires athletes to ride the bus to/from the school. • If an athlete must ride home with their parents or legal guardian they must : • Contact the coach before leaving • Complete a Parent Sign-Out Sheet
• Other circumstances must be approved by Principal or Athletic Director
Requirement to Participate in Athletics • CURRENT PHYSICAL - Physicals must be on file before an individual will be allowed to go participate in a sport. Physicals are good for 13 months. • DISD Emergency Card - In the event that your son/daughter is injured. For emergency situations when you are not readily available • UIL Forms Signature Page – This forms gives information about Concussions, Steroids, Sudden Cardiac Arrest, etc. (forms must be completed online through Rank One
What you should expect from coaches? • Philosophy of the coach • Positive Motivation of student athletes • Constructive Criticism of student athletes • High Expectations • Locations and times of practices/contest • Discipline procedures • Fairness and communication
What coaches expect from Parents… LOYALTY – To coaches, students and the sport. Do not allow your child to QUIT or FAIL – Finish what you start Express all concerns or question directly to the coach Notification of any schedule conflicts in advance Support of son/daughter in all related activities (Come see your child play) Good Sportsmanship – (No bad mouthing or yelling at the referees, coaches, or opponents) • Understand that there are always TWO sides to every story • Allow the coaches COACH!!!!! • • • • • •
Parent/Coach Communication • Athlete:
• Athlete should approach the coach 1st regarding an issue
• Parent:
• Start with the coach by setting up an appointment • Please do not confront a coach prior to, during, or after a practice or contest • If not satisfied, set up an appointment with the Benny Dorrough or Todd Crawford • Will not discuss playing time • Misinformation and rumors one of the biggest challenges we face
PLEASE CONTACT THE ATHLETIC OFFICE WITH ALL CONCERNS OR QUESTIONS
If a conference with a coach is needed…. • 24 HOUR RULE – Give 24 hours to the time the problem occurred • Call to set up an appointment to see the coach • If the coach cannot be reached, contact the AD’s office, who will in turn set up a meeting • Son/Daughter must attend meeting • All parties involved must understand the child’s well-being is what’s important • If this meeting does not provide a satisfactory resolution • Call and set up an appointment with the Athletic Director
Zumwalt Lions Booster Club • President : Ms. Vonita Stubblefield • Join and Volunteer – Lion Booster club is an organization that is formed to support (e.g. coordinate events, raise money, etc.) Zumwalt Athletics. • Come to games, show support, raise funds, help with community events.
We are LIONS!!!!! • ONE TEAM • ONE PACK • ONE FAMILY • No one individual will keep us afloat • WE MUST ALL WORK TOGETHER IN ORDER TO BE ….
KINGS OF THE JUNGLE!!!
Thank you for Coming
Go LIONS!!!!!!!!!!!
Parental Code of Ethics The purpose of the Code of Ethics is to help you make a commitment to yourself, your child and everyone else you come in contact with during your child’s athletic experience. Frisco ISD administration and athletic department will expect parents to make a commitment to adhering to the statements listed below.
I will always keep in mind that it is a privilege for my child to participate in a sport rather than a right.
I will always model good sportsmanship at competitions by the way I treat all athletes, coaches, officials and other fans. I will insist that my child always demonstrate good sportsmanship and treat other athletes, coaches and officials with respect. I will always teach my child how to win and lose with grace by the way I act in each of those situations.
I will always teach my child the importance of competing with integrity and will not help him or her cheat in any manner. I will always remember that while I am not an athlete, I am representing my child’s team at competitions.
I will always strive to work with my child’s coach and not against him or her.
If I have an issue with a coach, I will always approach him or her in an appropriate manner, and should I have the need to discuss a concern, I will follow the process designated by the athletic department and school administration. I will always refrain from coaching my child immediately before, during and immediately after competitions because of the potential negative effect it may have on my child’s performance. I will always remember that I have had my opportunity in athletics and this experience is about my child. I will have a basic understanding of the rules of my child’s sport.
I will serve as a volunteer with my child’s team or school as much as possible. Parental Agreement
I have read each of these statements, and I will make a commitment to abide by them.
Parent’s Signature ______________________________________________ Date __________________________________
Sample Parent/Guardian Meeting Agenda A pre-season parent meeting is a wise investment. People tend to live up to expectations if they know them. A meeting can help mold the behavior of your athletes’ parents. The most effective way to have your pre-season parent meeting is in a private setting (such as the home of one of the coaches or parents) where you can have the full attention of the group. If this is not possible, then the meeting could be scheduled before one of the first practices or games when the parents would need to be delivering their kids anyway. Page two of this PCA Resource elaborates on the agenda below.
1
WELCOME AND INTRODUCTIONS l l l
Coach’s background as athlete, coach, parent, etc. “We’re going to be spending a lot of time together so let’s get to know each other.” Each person share his/her best, worst or funniest personal moment in sports.
2
COACHING PHILOSOPHY l
l l l
Our team values • Honoring the Game/ROOTS • Filling Emotional Tanks • The ELM Tree of Mastery Use of PCA’s Talking Points e-mail series to guide discussions with players Dealing with mistakes in competition/Team Mistake Ritual Policy on playing time, missing practices, etc.
3
GOALS AND HOPES FOR THE SEASON l l
Coach’s goals and hopes Parents’ goals and hopes
4
LOGISTICS l l
Practice and game schedules Contact lists
5
l
Equipment Other
ASK FOR VOLUNTEERS l l
6
l
Snacks Scorekeeper
l l
Rides Culture Keeper
MEETING ADJOURNS
Page 1 of 2
www.PCADevZone.org
About PCA’s Sample Parent/Guardian Meeting Agenda Below fleshes out the bullet points on page one of PCA’s Sample Parent/Guardian Meeting Agenda. Welcome & Introduction. Share how excited you are about the upcoming season and having their children on your team. Share some of your relevant background as an athlete, coach, parent, etc. Coaching Philosophy. Share your values as a Double-Goal Coach®. Distribute the PCA Parent Letter that covers Honoring the Game, Filling Emotional Tanks, and the ELM Tree of Mastery. Discuss these principles in your own words, asking for questions on each before you go on to the next. Ask for parents’ support in building a team culture that will reinforce those principles. Discuss scenarios, such as “What if the official makes a questionable call against our team? Will you set a good example for the players and Honor the Game?” Share your policy on playing time, missing practice, etc. If missing practice means less playing time, for example, tell parents in this meeting. You can avoid problems later by being clear now. Let parents know when and where it is best to contact you (by e-mail, at work during the day, only in evenings, etc.). Goals and Hopes for the Season. In addition to goals such as winning games and qualifying for playoffs, consider and discuss such goals as: • Players will love the sport at least as much at the end of the season as at the beginning • All players’ knowledge of the sport will improve • All players will get as much meaningful playing time as possible • The parents will enjoy the season as much as the players. Ask parents about their goals and hopes for the season. This may give insight into the players’ motivation. You don’t have to respond to everything right then – you can think about it and talk with parents later if they express goals that are inconsistent with your values. Logistics. Make sure everyone has practice and game schedules, contact information, and equipment lists. Leave plenty of time for questions. Ask for Volunteers. Ask parents to volunteer for any duties, such as snack coordinator, carpool arranger, scorekeeper, fundraiser or culture keeper.
For more Resources, visit: www.PCADevZone.org For more information on Positive Coaching Alliance, visit: www.PositiveCoach.org © 2014 Positive Coaching Alliance. All rights reserved.
10 Things Every Parent Should Know About College Recruiting
student-athleteshowcase.com
10 Things Every Parent Should Know About College Recruiting The college recruiting process is a complicated endeavor, and while this might be your first, second or even third time through it, the odds of making costly mistakes are extremely high. SAS QUICK FACTS Founded March 2003 by Rex Grayner & Zack Walz Active College Coach network exceeds 40,000 NCAA approved
This E-Booklet is a compilation of helpful tips & insight learned over 20+ years. It won’t answer all of your questions, but our hope is that it serves as a valuable guide and that it sheds light on some of the more important steps you (and most other parents) will need to take to ensure a successful college recruiting experience for your college-bound athlete. Enjoy, and thank you for the opportunity to educate you! Rex Grayner & Zack Walz SAS Founders
#1 Stop Marketing, Start Nurturing INSIDE THE NUMBERS
100%
Get recruited by coaches
94%
Play their sport in college
$21,277
Avg. 1st year college savings
Less than 5%
Let’s face it. People want to do business with those they trust. And it’s no different in college recruiting. Coaches recruit prospects with talent and grades, but they offer scholarships to the ones in which they’ve built confidence and trust. And trust is becoming more and more a factor nowadays. The numbers of coaches publicly voicing their frustrations about recruits who commit and then de-commit is likely to increase before it subsides. So as a student-athlete who dreams of landing scholarship offers, how do you build confidence and earn trust with college coaches?
Transfer to another college
Here’s an idea: Stop marketing and start nurturing.
675
Let’s say 20 college coaches are currently sending you mail. Your 10 “A-list schools, at the moment, are showing the most genuine interest and they seem to match up best with your athletic & academic priorities. The other 10 B- and C-list schools continue to show warm, frequent interest but aren’t as attractive, at least yet.
70
Most student-athletes with this level of recruiting activity make the costly mistake of becoming a spectator. After all, coaches are interested and they’re going to stay interested, right? Not necessarily.
Avg. # of college coaches to which the SAS client is personally introduced
Avg. # of college coaches the SAS client is contacted by during the recruiting process
Student-Athlete Showcase LLC 888.234.6735 sales 800.919.0902 athlete services
[email protected]
www.student-athleteshowcase.com
The fact is, coaches evaluate and court hundreds of prospects for every one “offer” they extend. So to sustain interest, you must engage coaches on a more personal level than those with whom you’re competing. And I don’t mean telling coaches how great you are or sending them newspapers articles that feature you. I’m talking about cultivating relationships. I’m talking about communicating on a level that separates you from others. Think of your college recruitment as a 2-year job interview. To land your dream job, you can’t just send in a resume and expect the offer to follow. Sure, introducing yourself is an important component, but again, the competition is stiff. You must assume that everyone in contention for the same opportunity is equally (or more) qualified than you; that every recruit on a coach’s depth chart can play as well (or better) than you.
So to get the “job offer,” you have to take it upon yourself to earn the coach’s trust, and no amount of marketing will accomplish this. Instead, you must nurture the opportunity. Here are 5 ways to start nurturing relationships with college coaches. 1. SAS QUICK FACTS Founded March 2003 by Rex Grayner & Zack Walz Active College Coach network exceeds 40,000 NCAA approved
INSIDE THE NUMBERS
100%
Get recruited by coaches
94%
Play their sport in college
$21,277
Avg. 1st year college savings
Less than 5%
Transfer to another college
675
Avg. # of college coaches to which the SAS client is personally introduced
70
Avg. # of college coaches the SAS client is contacted by during the recruiting process
Student-Athlete Showcase LLC 888.234.6735 sales 800.919.0902 athlete services
[email protected]
www.student-athleteshowcase.com
Recognize a gem when you find one. If a coach is sending you quality, personal emails, and they seem genuinely engaged with what’s going on in your high school career, then chances are you have a gem of an opportunity. Sometimes it’s merely a connection you feel with a particular coach. Whenever you have this feeling, it’s good to recognize that this is a coach that you should focus your efforts and energies on. Go out of your way to let them know how honored and appreciative you are in their efforts to recruit you. Mention the coach and his/her school on Facebook. Tell others what a great experience you’re having with this coach. Coaches are human like the rest of us, and they are drawn to people who openly appreciate them.
2. Send handwritten thank-you notes. I know it sounds rather archaic. Taking pen to paper and writing someone a note, in this day and age, is a lost art. And that’s exactly why you should do it! A simple hand-written card can be incredibly nurturing, especially because nobody bothers to take the time anymore. And it doesn’t have to be a lengthy letter either. Two or three sentences on a blank card, expressing your gratitude for taking time to speak on the phone last night, will undoubtedly leave a lasting impression. Sure, personal emails are great. But a thank you card in your own writing might just find its way around the entire athletic department. Make the commitment to send every coach who recruits you a thank-you card or two before you make your final college decision.
3. Stay connected with coaches using social media. Tune in on Twitter and pay
attention to what coaches are posting. Create a Facebook feed that simplifies the process and creates a list of coaches. Much like with Twitter, a dedicated coach group allows you to filter out only their updates and get a quick snapshot of their activity, rather than having to visit each individual profile/page. Jump in. Comment on their latest game, event or news. Tag coaches/schools in your status updates. If appropriate, tag the coach in a status update or wall post. Tagging is extremely useful as it allows you to link directly to coaches’ pages or places a link to their page. For more on this, download this Free Report.
4. Take an active interest in their program. Subscribe to their blog. Bookmark their web pages and check in at least once a month. Research the schools that are showing interest in you and reach out to these coaches monthly. A simple congratulations email after a big win, or referencing a newsworthy topic about their school, can do wonders for a coach’s confidence and trust in you.
5. Don’t let the opportunity fade away. Be relentless in your commitment to follow up and stay connected with coaches. Even if you don’t receive immediate responses all the time, don't allow the communication to lose momentum and don’t stop doing your part to keep the opportunity alive. Coaches are extremely busy. They travel constantly. Recruiting is a 365-day job and many things can temporarily impede a coach’s ability to communicate. Don’t get discouraged if their interest appears to decline either. Set up a follow-up calendar for each school, and be persistent with your communication until the coach blatantly tells you s/he won’t be recruiting you anymore. If that happens, stay humble and show your warmest gratitude for the chance to correspond. Just because you aren’t a good fit for one school doesn’t mean that the impression you leave won’t result in another (better) opportunity elsewhere.
#2 A serious injury does NOT mean the end of your college dreams! There is nothing more frustrating than an injury that limits your ability to play the sport you love. Hundreds of hours of preparation in the off-season all of sudden feel like a complete waste of time when you’re sidelined with a serious injury. SAS QUICK FACTS Founded March 2003 by Rex Grayner & Zack Walz Active College Coach network exceeds 40,000 NCAA approved
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94%
Despite the setback, the biggest mistake you can make as a parent is to assume that a blown knee, torn ligament or broken bone ends any hope of your son or daughter competing in college. In reality, nothing could be further from the truth. Injuries are a part of sport. Times are different. The advances in medical technology mean athletes with serious injuries often come back better than ever. In fact, injuries that require several months of rehabilitation can teach young athletes valuable life lessons. And according to several college coaches we’ve spoken with on the subject, if a relationship was in progress prior to the injury, the courtship will likely continue. So if you sustain an unlucky injury, don’t automatically assume your goal of playing college sports is squelched. Instead, here are some things you can do to stay focused on the athletic recruiting process even if you are sidelined. Make sure to attend practices and any team meetings. Some athletes get disconnected because they feel they aren’t part of the team when they’re injured. While you may be unable to play, attending practices and staying in the loop are critical to your frame of mind. Don’t let your academics slip. An injury can lead to depression. As a result, grades can slide. The last thing you want to do is dig yourself an even greater hole. In fact, utilize this time to work even harder in the classroom.
Play their sport in college
$21,277
Avg. 1st year college savings
Less than 5%
Transfer to another college
675
Avg. # of college coaches to which the SAS client is personally introduced
70
Avg. # of college coaches the SAS client is contacted by during the recruiting process
Spend more time researching schools. Your goal of finding the perfect fit hasn’t changed, so spend the time educating yourself about different schools. If your injury might derail hopes of playing Division I, then start to familiarize yourself with Division II, III and NAIA schools. Remember, there are plenty of Division I-level athletes competing at these levels! Gather film. If your injury occurs early in your senior year, then you may not have much film to show coaches. But your junior film, or any footage taken during the summer, may be just as valuable. Be sure to get with your coaches and/or any parents who may have some film on you. Don’t stop communicating with college coaches! Again, coaches understand that injuries occur. And if you were in communication with coaches prior to your injury, then stay with it. Don’t be afraid to tell them what happened either. Coaches who are genuinely interested you won’t abandon you because you’re hurt. Speak freely with coaches about how they’ve handled this with past recruits. Listen to your doctors. They are your greatest advisor when you’re injured. Don’t rush back before you’re ready either. You’re more valuable to college coaches when you’re healthy, and if you come back too soon and re-aggravate your injury, then college coaches may reevaluate their interest in you.
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Be realistic. If you have no Division I offers and have no senior film, then it may be time to become more realistic about your collegiate options. Smaller colleges may be a better fit for you, and in the end, finding the perfect fit is the most important thing. Source: Recruiting 101
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#3 When will I start receiving scholarship offers? FACT: Today’s Division I coaches want to complete their recruiting classes by summer’s end. And in case you aren’t sure which summer I’m referring to, it’s the one before your high school senior classes begin. SAS QUICK FACTS Founded March 2003 by Rex Grayner & Zack Walz Active College Coach network exceeds 40,000 NCAA approved
OK, coaches recruit early. So what? Well, how soon coaches begin offering you scholarships might actually depend on the “level” of Division I prospect they think you are. Yes, for many Division I college coaches, there are four (4) levels, or tiers, of recruits and depending on which tier you fall under just might determine your time frame for receiving scholarship offers. Here is a breakdown of the “four levels” of Division I prospects. Level 1
INSIDE THE NUMBERS
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Get recruited by coaches
94%
Play their sport in college
$21,277
Avg. 1st year college savings
You have already proven that you can play your position in college. You already have the size, speed, strength & grades to play at the major Division I level. You are a nationally-ranked ‘blue-chip’ prospect, and will likely find yourself among the ESPNU 150 Watch List with a high rating on Rivals.com. Level 1 Division I prospects can expect to begin receiving offers before Christmas of their junior year in high school. Level 2
Less than 5%
Transfer to another college
You aren’t a "can't-miss" D1 prospect like Level 1 recruits, but you’re close. Coaches probably need to come by the school to see you practice in the fall or spring of your junior year before making an offer. Level 2 Division I prospects can expect to begin receiving offers in April-June of their junior year in high school.
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Level 3
70
You are on many college recruiting depth charts but not at the top of anyone’s list. College coaches may want to see you in their camp and spend some time with you before offering a scholarship. Level 3 Division I prospects can expect to begin receiving offers by summer’s end following their junior year in high school.
Avg. # of college coaches to which the SAS client is personally introduced
Avg. # of college coaches the SAS client is contacted by during the recruiting process
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Level 4 Coaches must evaluate you in your senior year before making an offer. You may lack the size or speed or skill to play your position at the Division I level, but the potential may be there, and coaches want to see senior-year video to determine your prospects of perhaps playing another position in college. Level 4 Division I prospects can expect to begin receiving offers after coaches have evaluated them in their senior year in high school. If you are a high school junior without any scholarship offers yet, don’t panic. You might be severely under the radar, and acquiring professional help to both market you and manage your college recruitment can mean the difference. If you are a senior without any offers, still don’t panic. Contact SAS today for a free phone consultation to see if there’s still time to open college doors.
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#4 Highlight Films Do NOT Need Music We were recently contacted by a family that was searching for some recruiting expertise, or more specifically, some answers. They just could not understand why their son hadn’t received any college replies despite sending his information out to a number of schools, and now in April of his senior year, they’re facing the possibility that his football career may soon be over. SAS QUICK FACTS Founded March 2003 by Rex Grayner & Zack Walz Active College Coach network exceeds 40,000 NCAA approved
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After some in-depth discussion, we learned that this particular athlete has been a 3x Varsity starter at one of the top HS teams in the state, and not only does he have great size, but he also has tremendous speed. His stats and honors are impressive and his HS coaches consider him to be one of the best players in the conference. I wasn’t 100% convinced that all the facts were straight, so I asked to see his bio so I could personally review his information. After my preliminary examination, not only did I agree with his coaches in their evaluation of him, but his grades and test scores were also well above average. On paper, he was a legitimate college prospect and one that could definitely warrant interest from the Division 1 level. Before making any final recommendations, however, I asked for a copy of his highlight film. What I discovered next was appalling, and it gave me everything I needed to know about why this athlete wasn’t being recruited by a single school in the country. As if nothing was amiss, his father enthusiastically emailed me a link to his son’s Youtube video, posted for the entire world to see. I immediately clicked the link, watched and listened with horror, as the film was accompanied by a rap song that used no less than three profanities in the first 20 seconds. It was all I needed to hear and now seeing this as often as I do, what prompted me to write this blog.
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As a student-athlete, you’re recruiting journey should be considered one of (if not the most) important job interviews of your young life. You’re competing against tens of thousands of other candidates for the same position, for a roster spot, and for a school and coaching staff to invest both their lives and hundreds of thousands of dollars in you to build a winning program. Your stats, speed, strength and athletic ability certainly play a role in your evaluation. But your character, personality, integrity, and moral fiber make the real difference. Would you ever use profanity on a job application? Would you ever curse in front of a supervisor during a job interview? Why then would you ever decide that using violent and offensive music to accompany your highlight film would create anything but the same type of reaction?
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I decided to send the Youtube link to several D1 football coaches to get their take on it, and this is what they had to say:
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94%
Play their sport in college
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Transfer to another college
Avg. # of college coaches to which the SAS client is personally introduced
70
Avg. # of college coaches the SAS client is contacted by during the recruiting process
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Coach #1: ZW, did not even need 30 seconds to make a decision. 20 seconds was enough to make me not want to watch or recruit this young man, ever. Coach #2: Zack, I have had to start muting my computer during highlight tapes because it puts a really bad taste in my mouth about the player. Coach #3: I personally would NEVER recruit that kid just based on that music. I seriously not only question the kid, but the coach, the parents, the person that made that video or anyone else involved in that. I don’t care how good the kid is, I don’t care how smart the kid is, we would never recruit that kid. His character would certainly be called into question making a decision to send that to a college football coach, it’s just totally out of line. Just as a side note, it’s a shame because watching that video he looks like a heck of a player, but again, we would never recruit him based on his decision to use that music. Next time you think about posting something online to represent yourself - a picture, a song, a conversation, a comment or remark – take notice, it will at some time be scrutinized by the very people you’re trying to impress. Carry yourself as a professional always, and you’ll be treated as one in return.
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#5 Evaluations from college coaches are critical to your recruiting success Letters of recommendation and reference letters from your high school coaches are important, especially when it comes to making an impression on college coaches. But are you seeking evaluations from the college coaches themselves? SAS QUICK FACTS Founded March 2003 by Rex Grayner & Zack Walz Active College Coach network exceeds 40,000 NCAA approved
INSIDE THE NUMBERS
100%
Get recruited by coaches
94%
Play their sport in college
$21,277
Avg. 1st year college savings
Less than 5%
Transfer to another college
One of the best ways to stay in control of your college recruitment is to seek honest feedback from the coaches who are studying your highlight/game videos. Not only is their assessment vital to your collegiate opportunities, but it helps strengthen relationships with these coaches, too. Some athletes may be apprehensive about receiving evaluations from coaches because the report may not be what the athlete (or parent) wants to hear. Nevertheless, college bound athletes must be realistic about their college futures, and accepting what college coaches have to say can be critical to executing a plan that positions you for great fit college options. Here is an actual evaluation that one of the country’s top Division III football coaches provided SAS on one of our 2012 prospects. Are you getting specific feedback like this from college coaches? If not, you could be missing a fantastic opportunity to really know what college programs think when they view your films. This young man is an above average D3 football player. He would not be one of our top QB prospects for the 2012 class. I am sure he is a terrific athlete, but he appears to go down with little contact. Positives: great speed, agility (would be a great D3 WR). Negatives: underthrows most of his passes on film (has some good WR’s). Has poor feet, shotputs the ball, and falls every time he is touched. Also does not step into his throw when he has pressure. We grade on a 0-4 scale, for how many years a player would “start” for us at our school. I would grade him as a 1 or 2.
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Avg. # of college coaches to which the SAS client is personally introduced
70
Avg. # of college coaches the SAS client is contacted by during the recruiting process
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#6 Investing in Expertise Returns Multiple Offers, Huge Savings for Athletes National Signing Period is a special time for student-athletes around the country. It marks the end of a stressful, overwhelming college recruiting experience, and their official acceptance of an athletic scholarship. For many parents, this means six-figure savings and a chance to watch their child live out a dream come true. For thousands of other prospects, many of whom approached the process with a "D1 or bust" mentality, signing day is a brutal reminder that attempting to tackle the process without professional assistance can be a costly error in judgment. “The (SAS) program was incredibly effective and the results were astounding,” says David Waltzer, whose son Justin signed his letter of intent last week with Division II St. Anselm (NH) College. “Everything unfolded as SAS said it would, and they never tired of taking our calls and
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answering our e-mails to guide us along at every turn. We had college coaches coming to us in droves. Justin received a scholarship package that far exceeded our expectations. Talk about an incredible return on investment.” For South Dakota State-bound Trent Mason, acquiring the help of college recruiting experts also proved to be a wise investment. SAS QUICK FACTS Founded March 2003 by Rex Grayner & Zack Walz Active College Coach network exceeds 40,000 NCAA approved
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“We ended up visiting 4 schools, had 6 great offers, all but one was a full scholarship offer,” says his father, David. “In the end, Trent chose a smaller Division I school where he loved the coaches, was offered a full scholarship and an opportunity to start for the next 4 years. He could not be happier, and we couldn’t have done this without SAS. The exposure Trent received from schools we did not even know existed would have never happened without their expertise.” Accepting an offer from small-Division I St. Peter’s in New Jersey will mean plenty of adjusting for Cortez, Colorado’s Brian Grubbs. But with a scholarship package that figures to amount to more than $150,000, his father Brett is glad he sought assistance.
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“I know for a fact that without SAS, we would not be in this position. Because of the exposure and the numerous schools interested in Brian, he was able to negotiate the best deal.”
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#7 July 1 is NOT the most important date in recruiting
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Play their sport in college
Avg. 1st year college savings
Less than 5%
Transfer to another college
675
Avg. # of college coaches to which the SAS client is personally introduced
70
Avg. # of college coaches the SAS client is contacted by during the recruiting process
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Did you know that most major Division I programs will have extended their scholarship offers to their top prospects before the end of the junior year? It’s also a fact that a number of the nation’s top prospects are receiving scholarship offers in their sophomore year! Yes, this is happening well before the all-important July 1 date. Bottom line, the NCAA allows coaches to initiate phone calls to prospects after July 1. But don’t misinterpret this date as the beginning of the recruiting process. Coaches and athletes can have as much phone dialogue as they want as long as the athlete initiates the call. Numerous emails have been composed by both coach and player before July 1 ever arrives. Unofficial visits, social media interaction, camp evaluations… in a typical recruiting funnel, all have occurred and are occurring when July 1 rolls around. So the message is, get an early start. Don’t assume that things are quiet because coaches are not allowed to contact your son or daughter yet. Assume instead that nothing is happening because you are behind the 8-ball and need to become proactive today.
#8 The Pros & Cons of Camps It’s among the most frequently-debated topics in the world of college recruiting. Let’s start with some of your questions. “What’s the big deal with summer camps? What’s the point of going to a camp, or two, or three this summer? How do camps help me? Should I include summer camps as part of my college recruiting strategy? Will at-
tending summer camps warrant scholarship offers? Do they help increase exposure? Am I required to go to a school’s camp in order to be recruited by them? How many camps should I register for? HELP ME! The truth is, as with many college recruiting-related topics, you’re bound to find several different perspectives and various answers to questions about summer camps.
SAS QUICK FACTS Founded March 2003 by Rex Grayner & Zack Walz Active College Coach network exceeds 40,000 NCAA approved
So depending on your individual collegiate goals, your projected Division I or II status, your availability and your budget, perhaps you should consider the pros and cons of attending summer camps before filling your calendar with camp dates. The Good Networking. Summer camps are great for networking with coaches and prospective athletes. You’re going to meet other student-athletes from around the country and be able to share your experiences with kids from various backgrounds. Plus, it’s NEVER a bad idea to build relationships with coaches, and camps are great face to face venues. Instruction. Camps help enhance athletic development and skill levels with advanced college-level instruction. So if you’re on the cusp of starting next season, what you learn at a camp may help give you the edge! Accurate Assessment. Gain new perspective on your abilities by performing with and against other top players your age. It’s common to overrate yourself. Camps often provide a stage for helping you more precisely assess yourself.
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Unbiased Evaluation. College coaches usually don’t “sugar coat” things. So at camps, you’re likely to get the skinny about your true potential from credible sources that aren’t around you everyday.
94%
Fun. Camps can be a blast. Sure, you can pretty much count on working hard while you’re there, but most camps reserve plenty of time for fun activities as well.
INSIDE THE NUMBERS
Get recruited by coaches
Play their sport in college
$21,277
Avg. 1st year college savings
Less than 5%
Transfer to another college
675
Avg. # of college coaches to which the SAS client is personally introduced
70
Avg. # of college coaches the SAS client is contacted by during the recruiting process
Student-Athlete Showcase LLC 888.234.6735 sales 800.919.0902 athlete services
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The Not-So Good Expensive. Camps aren’t cheap. In most cases, fees for overnight camps can range from $300-1,000, depending on the duration, format and amenities. So choose wisely. Crowds. It’s true… tons of kids show up to these things! You might visualize a few days of 1-on-1 instruction, only to show up with 500+ other prospects who are all expecting the same thing. So do your due diligence before registering. Know how many athletes will attend and understand the teaching format. It will spare you much disappointment. Exposure? Many camps have advertised in the past that their event was a great venue for creating national collegiate exposure. In reality, the only real exposure you should expect to receive is from the camp’s host university. In fact, NCAA recently passed rules which prohibit coaches from other colleges attending camps and combines off campus. So don’t attend a college camp this summer expecting national visibility, because it typically doesn’t happen. Where? A common question among prospective campers… which camps should I attend? Your big name, Division I powerhouses attract the nations top prospects AND hoards of other campers every year. And it makes sense, too. Traditionally, camping at Pac 10, Big 10 and SEC-level schools were considered great resume-builders for hopeful college prospects. The problem is, most college coaches at these schools are relying on the attendance of a few key recruits. One college coach from an east coast Division I program told me recently that of the 400+ campers he is expecting to host, only about 7 or 8 of these athletes are on his staff’s “short list,” he called it. In fact, these were kids his staff had been corresponding with well in advance of the camp, and that the camp was a great opportunity for them to see these kids face-to-face. The other 290+ campers were sure to have fun and learn some important fundamentals, but they weren’t going to factor into any future recruiting plans with this staff.
Our message to high school athletes who are considering adding summer camps to their already incredibly busy schedules is this: Choose your camp locations carefully. Don’t go to a camp simply because it’s being hosted by a big-name school. Instead, camp at colleges that have already shown genuine interest in you; where you have begun building relationships with the coaching staff long before the camp date. That way, camps aren’t just a place to spend 3 or 4 days and hundreds of dollars. Instead, they become part of your active recruiting game plan. SAS QUICK FACTS Founded March 2003 by Rex Grayner & Zack Walz Active College Coach network exceeds 40,000 NCAA approved
INSIDE THE NUMBERS
100%
Get recruited by coaches
94%
Play their sport in college
$21,277
Avg. 1st year college savings
Less than 5%
Transfer to another college
675
Avg. # of college coaches to which the SAS client is personally introduced
70
Avg. # of college coaches the SAS client is contacted by during the recruiting process
Student-Athlete Showcase LLC 888.234.6735 sales 800.919.0902 athlete services
[email protected]
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Also, if you have your sights set on a particular college/university, and if you have the time and money to attend their camp, then do it! Go to their camp and have a blast. Hopefully, attending the camp will help solidify the coaches’ interest in you. But don’t put all your eggs in one basket, and don’t be incredibly surprised if the camp doesn’t produce a full-ride scholarship as a direct result of your attendance. For 99% of college prospects out there, several other stages of the recruiting process must occur before a scholarship offer is made. Finally, remember that college camps are opportunities for YOU to evaluate the coaching staff in person as well. While college coaches have the daunting task of narrowing their list of prospects from hundreds (sometimes thousands) down to just a select few, you too need to position yourself for multiple college options, and you should put in the time to thoroughly research these choices. Spending time on college campuses and spending time with college coaches is among your best research tactics.
#9 Interest Breeds Interest As long as we have been helping families navigate the college recruiting process, we estimate that 8 of 10 kids come to us with set preferences in mind and then end up going to a school completely counter to those preferences. Bottom line, we do everything in our power to encourage our kids to keep an open mind from the onset. For one, most teenagers change their minds often and so schools they think they like at the start are typically not schools they end up liking two years down the road. Also, it's not uncommon for teenagers "preferences" to be inspired by what they hear from others, as opposed to what they actually experienced for themselves, and so their preferences are often based upon things that don't carry any real credibility towards their own personal decisions. It's been my overwhelming experience that many kids really have no clue what they want or what really offers them the best "fit" for the next 4-5 years in college, and indirectly, for the next 50-70 years of their life without having drawn from their own personal experiences. The fact is, the more coaches kids can talk to, the more perspective they can personally gain towards making the right decision. They will learn not only about the process, but about themselves as well. Also, so much of recruiting is perception-based, and schools will often recruit kids they haven't even seen simply b/c other schools in their conference are showing strong interest in them. Therefore, the more interest kids can get from more schools in general, the more leverage they'll ultimately have. So in our experience, getting interest from schools in different parts of the country is often the best way to gain interest from schools in your backyard. Interest breeds interest and the more you have, the more bona-fide prospect you become and the more options you stand to gain. It's really the classic “blinders” approach that many parents/ athletes take into the recruiting process. It’s fine if an athlete wants to stay relatively close to home, but it's actually counterproductive to initiate communication with coaches in such a confined area. By expanding your options, you expand your ability to generate maximum recruiting interest and that can directly improve your total number of options.
#10 Game Plan + Execution = Success! For our final tip, we’re leaving parents with a small dose of reality... Going to camps, attending showcases, and receiving a few letters here and there does NOT necessarily mean your son or daughter is being recruited.
SAS QUICK FACTS Founded March 2003 by Rex Grayner & Zack Walz Active College Coach network exceeds 40,000 NCAA approved
INSIDE THE NUMBERS
100%
Get recruited by coaches
94%
When you’re getting recruited, then you’re in regular communication with coaches. You’re getting hand-written letters and personal invites to private 1-day camps. You’re on the phone with coaches. You’re receiving multiple video requests. You’re being “followed” at showcases, and you’re connecting with coaches on Facebook. In other words, you’re building meaningful relationships with coaches and developing a deeper understanding of what your perfect fit school looks like. And so if these things aren’t happening for you, then you’re really not getting recruited yet. I know that’s a difficult reality for some athletes (and parents) to hear, but it’s important that you know the truth. The only way to make sure that you receive multiple offers is to get into as many recruiting funnels as possible. This is very much a numbers game. The more funnels you’re in, the more offers you’ll receive. And the more offers you have, the more choices you’ll have. And in the end, that’s what this is all about: having choices and choosing the perfect fit. So you need to ask yourself one question – where am I in the recruiting process right now… am I close to getting offers or am I far from it? If you’re in need of an effective game plan, look no further than The College Game Plan. The eight (8) components of this proven college recruiting strategy are the keys to a successful college recruitment. Want to get started? Call SAS today! 888.234.6735
Play their sport in college
$21,277
Avg. 1st year college savings
The College Game Plan
Less than 5%
Transfer to another college
675
Avg. # of college coaches to which the SAS client is personally introduced
70
Avg. # of college coaches the SAS client is contacted by during the recruiting process
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